Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion.

By Einar M. Skaalvik, Sidsel Skaalvik. 2011

1,448 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/875f13da83c7a290bf70131f1f207a6f6c3c541d

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Citations in the corpus

Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, neutral): “…considered to be key resources (van Droogenbroeck, Spruyt, & Vanroelen, 2014; Hakanen et al., 2006; Pomaki, DeLongis, Frey, Short, & Woehrle, 2010; Skaalvik & Skaalvik, 2011), as are positive teacher-student relationships and student motivation (Jo, 2014; Kunter, Frenzel, Nagy, Baumert, & Pekrun,…”
Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach (2020, background): “More so, teachers with high sense of belonging to the school system and have more opportunity to participate among stakeholders are reported to have high self-efficacy which translates to high job satisfaction (e.g. Skaalvik & Skaalvik, 2011; You et al., 2016).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, background): “Contextual variables questionnaire (Skaalvik & Skaalvik, 2011) consists of two subcategories of time pressure and discipline problems.”
Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey (2019, background): “One measure that can be used is the construct of job satisfaction as it has been strongly linked with teacher retention (Ladd, 2011; Skaalvik & Skaalvik, 2011).”
Physical education teachers’ perceptions of perceived mattering and marginalization (2018, background): “Such an approach aligns with the way in which scholars have come to understand other workplace experiences, such as job satisfaction (Skaalvik and Skaalvik 2011).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “…has received ample attention, showing positive associations between occupational commitment and job satisfaction inmeta-analytic reviews (e.g. Lee, Carswell, & Allen, 2000) and in more recent studies (e.g. Skaalvik & Skaalvik, 2011), studies on teachers' occupational self-concept are lacking.”
Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction (2015, background): “Although only limited research has examined this theory amongst teachers, it has revealed that when teachers feel well-matched to their school of employment, this is associated with positive outcomes including lower stress and greater job satisfaction (e.g., Skaalvik & Skaalvik, 2011).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, methodology): “Whereas Skaalvik and Skaalvik (2011a) found that a high value consonance positively predicted teachers feeling of belonging we expected value conflict to predict higher levels of emotional stress and lower levels of self-efficacy.”
Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “…stress has been linked to work dissatisfaction, emotional exhaustion, decreased work engagement, teaching inefficiency, lower motivation, and higher levels of burnout and teacher attrition (Betoret, 2009; Klassen & Chiu, 2010; Newberry & Allsop, 2017; Skaalvik & Skaalvik, 2007, 2011, 2016).”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Increasing international interest in teacher motivation has lead to studies specifically investigating the role of teacher motivation in retention (Muller, Alliata, & Benninghoff, 2009; Sinclair, 2008; Skaalvik & Skaalvik, 2011) and teacher motivation and resilience (Kitching, et al., 2009).”