Predicting Teacher Anxiety, Depression, and Job Satisfaction

By Kristen Ferguson, Lorraine Frost, David R Hall. 2012

256 citations recorded by the source corpus.

This study investigates predictors of anxiety, depression, and job satisfaction in teachers in northern Ontario. Using data from self-report questionnaires, factor analysis and multiple linear regression were performed to determine which sources of stress predict stress-related symptoms among teachers and to explore job satisfaction as predicted by: stress, depression, anxiety, years of teaching experience, gender, grade level assignment and position (part-time vs. full-time). The results indicate that workload and student behaviour were significant predictors of depression in teachers in the study. Workload, student behaviour, and employment conditions were significant predictors of anxiety. In addition, stress and depression had a significant and negative impact on job satisfaction. Years of teaching experience was a significant and positive predictor of job satisfaction. Anxiety, gender, grade level, and position were not statistically significant predictors of teacher job satisfaction. Therefore, efforts made to improve workload, student behavior, and employment conditions may lead to reduced stress among teachers and thus lower levels of depression and anxiety. These results may provide guidance for teachers and administrators, as well as inform teacher retention efforts and attempts to improve teacher job satisfaction.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a60e7df01539ac7a0d8c6498b9ac81103228ffc0

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “Another contributing factor is student behavior (Ferguson, Frost, & Hall, 2012).”
Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey (2019, methodology): “Regarding employment status, research conducted by Ferguson, Frost, and Hall (2012) found there were no significant differences between job satisfaction for teachers who were employed full-time and teachers employed part-time.”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “The associations between teachers’ psychological load and professional commitment have been widely studied in samples of primary or secondary school teachers (Ferguson et al., 2012; Travers & Cooper, 1993); however, rarely has the relationship been discussed in the early childhood education literatu”