Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?

Skaalvik, Einar M.; Skaalvik, Sidsel

doi:10.5539/ies.v8n3p181

Cited by 318 publications

(310 citation statements)

References 42 publications

Supporting

Mentioning

268

Contrasting

Unclassified

Order By: Relevance

“…Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008;Johnson & Birkeland, 2003;Kyriacou, 2001;Skaalvik & Skaalvik, 2015). In the Netherlands specifically, a figure from 2014 shows that ca.…”

Section: Introductionmentioning

confidence: 99%

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

247

163

View full text Add to dashboard Cite

The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Harmsen, Ruth; Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2018Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Harmsen, R., Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching: Theory and Practice, 24(6), 626-643. https://doi.org/10. 1080/13540602.2018.1465404 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Ruth Harmsen , Michelle Helms-Lorenz, Ridwan Maulana and Klaas van VeenTeacher education, University of groningen, groningen, the netherlands ABSTRACT In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs' perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs. IntroductionThe teaching profession is considered to be a highly stressful profession (Johnson et al., 2005;Newberry & Allsop, 2017). Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008;Johnson & Birkeland, 2003;Kyriacou, 2001;Skaalvik & Skaalvik, 2015). In the Netherlands specifically, a figure from 2014 shows that ca. 1 out of 5 teachers experienced burnout symptoms. Teachers also reported higher levels of workload compared to other professionals (Hooftman, Mars, Janssen, de Vroome & Van den Bossche, 2015). Particularly, beginning teachers (BTs) seem to be more vulnerable to the pressures of the profession compared to experienced teachers (Gold & Roth, 1993). A recent study in the US showed that ...

show abstract

Section: Introductionmentioning

confidence: 99%

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

247

163

View full text Add to dashboard Cite

show abstract

“…Dinham and Scott (1998) identify these needs as related to core aspects of teaching such as working with students and observing them achieve. Several studies confirm that these elements themselves are sources of satisfaction for teachers (Crossman & Harris, 2006;Skaalvik & Skaalvik, 2015;Watt & Richardson, 2006). Although the intrinsic appeal of teaching can be a reason for choosing the teaching profession, its capacity to generate satisfaction among teachers currently working in the field is conditioned by perceptions of teaching performance.…”

Section: Teacher Satisfaction and Associated Variablesmentioning

confidence: 83%

The Role of Personal Characteristics and School Characteristics in Explaining Teacher Job Satisfaction

Gil-Flores

2017

Revista de Psicodidáctica (English ed.)

View full text Add to dashboard Cite

a b s t r a c tRecent studies show that teacher job satisfaction declined in Spain over the last decade. Also, it is significantly lower in secondary education than in previous educational levels. In this paper we identify variables that contribute to the explanation of teacher job satisfaction in secondary education. We use the Spanish sample (192 schools and 3339 teachers) participating in the 2013 edition of TALIS (Teaching and Learning International Study), sponsored by the OECD (Organisation for Economic Co-operation and Development). Employing hierarchical linear models, we assess the importance of teacher variables and schools variables as predictors of job satisfaction. Self-efficacy, control of classroom discipline, age, sex, years of work experience at the current school and employment status are personal factors explaining the teacher job satisfaction. Among institutional factors, the important effect of teacher-students relations stands out. Características personales y de los centros educativos en la explicación de la satisfacción laboral del profesorado r e s u m e n Estudios recientes muestran que la satisfacción laboral del profesorado español disminuyó en la última década, y que resultó significativamente más baja en educación secundaria que en etapas educativas previas. Este trabajo pretende identificar variables que contribuyen a la explicación de la satisfacción del profesorado de educación secundaria. Se utiliza la muestra española (192 centros y 3339 docentes) participante en la edición 2013 del estudio TALIS (Teaching and Learning International Study), promovido por la OECD (Organisation for Economic Co-operation and Development). Mediante modelos lineales jerárquicos, se valora la importancia de variables del profesorado y de los centros como predictores de la satisfacción laboral. La autoeficacia percibida, el control de la disciplina en el aula, la edad, el sexo, la continuidad en el centro y el estatus laboral son factores personales que explican la satisfacción laboral. Entre los factores institucionales, destaca el importante efecto de las relaciones entre profesorado y alumnado.

show abstract

“…Consequently, individuals' images of their future will involve influential qualities such as employment and lifestyle, and integrative qualities such as wishing to be a cultured, well educated, and globally aware person (Clement, 1986). Although this is true, some teachers' attitude toward the target language involve their satisfaction of being English language teachers because the actual profession of teaching provides them with opportunity to work with students (Skaalvik et al, 2015). Additionally, The weight for applying the target language is not only the society's demand for improving the usage of the target language in different areas, but also to prepare the country's students to pursue their higher education abroad in one of the countries where the target language is their official first language (Yashima et al, 2004).…”

Section: Personality Factormentioning

confidence: 99%

Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Process

Darwish¹

2017

IJELT

View full text Add to dashboard Cite

The purpose of this study is to find out the teachers' attitude toward reaching effective teaching process as well as the key factors which influenced their attitude for selecting this profession. It was carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female English language teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English as a foreign language in different stages in Kuwaiti public elementary schools. The data was collected through a questionnaire and an individual interviews. The results mainly showed the teachers' attitude reflected on their passion to learn more about this language and its culture. Moreover, some teachers associate English language teaching with the language of the British Colonialization. Others see English simply as a means of doing business and making money.

show abstract

Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?

Cited by 318 publications

References 42 publications

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The Role of Personal Characteristics and School Characteristics in Explaining Teacher Job Satisfaction

Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Process

Contact Info

Product

Resources

About