The job and life satisfaction of teachers: a social cognitive model integrating teachers’ burnout, self-efficacy, dispositional optimism, and social support

Abstract

The purpose of the study was to test a model of factors predicting teachers’ job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, and self-efficacy. The model extends Lent and Brown’s (J Voc Behav 69(2):236–247, 10.1016/j.jvb.2006.02.006, 2006; J Career Assess 16(1):6–21, 10.1177/1069072707305769, 2008) social cognitive model of the interaction of sources of job and life satisfaction. Specifically, burnout, a condition with a high incidence rate among teachers, was included. The participants were 676 Swiss teachers. Structural equation modeling was used to analyze the data. The results revealed the differential effect of the variables considered on teachers' burnout and job satisfaction, as well as their life satisfaction. Dispositional optimism, social support, and perceived workload might reduce the risk of teacher burnout; dispositional optimism, social support, and teacher self-efficacy seem to positively affect job satisfaction; and dispositional optimism alone, together with burnout and job satisfaction, directly relates to teachers’ life satisfaction. Practical implications of these results are discussed.

Job Satisfaction as a Function of Self-Efficacy and Personal Strain Among High School Teachers in Chittoor District of Andhra Pradesh State of India

“…The present study is corroboration with the findings of Robert and Ming (2010); Canrinus et al, (2011); Moyosola Jude Akomolafe and Abel Olufemi Ogunmakin (2014);Nu Nu Nyunt and Thida Aung (2017) and Marcionetti and Castelli (2022) who stated that self-efficacy has significantly and positively related with job satisfaction.…”

“…The results showed that self-efficacy, promotion, positive student behaviour and working conditions have significant effects on job satisfaction. Marcionetti and Castelli (2022) examined that the study was to test a model of factors predicting teachers' job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, and self-efficacy. The results revealed the differential effect of the variables considered on teachers' burnout and job satisfaction, as well as their life satisfaction.…”

Motivation for the Choice of the Teaching Profession: The Role of Prospective Teachers’ Personality Traits, Emotional Competence, and Life-Satisfaction

“…Moreover, raising awareness (not only among prospective teachers but among their educators) of teachers’ individual characteristics as important determinants of teaching practice and students’ outcomes should also be included in prospective teachers’ education. This refers not only to the role of personality traits and socioemotional competence but also to the role of life-satisfaction as a motivational drive for career choice and a factor strongly related to later job satisfaction among in-service teachers (Marcionetti & Castelli, 2023). As already emphasized, personal characteristics explored in this study are relevant not only for the choice of the teaching profession but also for prospective teachers’ future teaching practices, including their relationship with students, job effectiveness and satisfaction, professional burnout, and well-being.…”

Optimism as a Mitigator of Burnout: The Relationship Between Optimism and Burnout Among Selected Teachers

“…15 According to a recent social cognitive model that combines teachers' burnout, dispositional optimism, selfefficacy and social support which was based on a study involving 676 Swiss teachers, dispositional optimism was found to be among the factors that could reduce the risk of teacher burnout. 16 Based on this model, this research focused on optimism and its influence on teacher burnout.…”