Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession

By Einar M. Skaalvik, Sidsel Skaalvik. 2016

425 citations recorded by the source corpus.

The purpose of this study was to explore how seven potentially stressful school context variables (potential stressors) predicted senior high school teachers’ experiences of teacher self-efficacy, emotional stress, emotional exhaustion, engagement in teaching, and motivation to leave the teaching profession. A total of 523 Norwegian teachers in senior high school participated in the study. Four of the potential stressors were significantly but differently related to self-efficacy and emotional stress and indirectly to emotional exhaustion, engagement, and motivation to leave the profession. The study shows that different potential stressors predict emotional exhaustion, engagement, and motivation through different psychological processes. SEM-analysis indicated two main routes to teachers’ motivation to leave the profession: 1) one route from time pressure via emotional stress and exhaustion to motivation to quit and 2) another route from lack of supervisory support and trust, low student motivation and value conflicts via lower self-efficacy and lower engagement to motivation to quit.

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

View Paper: https://www.semanticscholar.org/paper/e88d6532d54a447c3b503f4a777c738e021a0a5a

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Citations in the corpus

Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, methodology): “…Avanzi et al., 2012; Brouwers & Tomic, 2000; Caprara, Barbaranelli, Borgogni, & Steca, 2003; Collie et al., 2012; Gilbert et al., 2014; Klassen & Chiu, 2010; Klassen et al., 2013; Saricam & Sakiz, 2014; Skaalvik & Skaalvik, 2007; 2010; 2014; 2016; Stephanou & Oikonomou, 2018; Zee & Koomen, 2016).”
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “…toward teaching (Hakanen et al., 2006), greater levels of doubt regarding their ability to teach effectively (Dicke et al., 2015; Evers et al., 2002; Schwarzer & Hallum, 2008; Skaalvik & Skaalvik, 2010), and lower commitment to the profession (Buettner et al., 2016; Skaalvik & Skaalvik, 2016).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Unsatisfactory levels of psychological wellbeing in the workplace increase teacher stress, and may lead to feelings of burnout and increased quitting intentions (Chan, 2006; Høigaard, Giske, & Sundsli, 2012; Skaalvik & Skaalvik, 2016).”