Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school

By Einar M. Skaalvik, Sidsel Skaalvik. 2017

281 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7dd3b027701555931d47d35517e081e1601e9b4a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Benjamin Dreer
2. Rebecca J. Collie

In Organizational Behavior and Human Resource Management

1. Benjamin Dreer
2. Rebecca J. Collie

In Social Psychology

1. Benjamin Dreer
2. Rebecca J. Collie

Citations in the corpus

• COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “In addition, job resources positively predict personal resources, whereas job demands negatively predict personal resources (Collie, Guay, et al., 2020; Skaalvik & Skaalvik, 2017; Xanthopoulou et al., 2007).”
• Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, methodology): “Support for this proposition has been provided by studies showing that job-content teachers feel better (Collie, Shapka, and Perry 2012; Spilt, Koomen, and Thijs 2011) and are less likely to suffer from burnout (Skaalvik and Skaalvik 2011, 2017).”