To Stay or Not to Stay: An Empirical Model for Predicting Teacher Persistence

Saks, Kai; Hunt, Pihel; Leijen, Äli; Lepp, Liina

doi:10.1080/00071005.2021.2004995

Cited by 15 publications

(10 citation statements)

References 65 publications

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“…The present study may contribute to the knowledge base regarding university teachers' job satisfaction as we address the prevalent issues in the university context. In this era of dramatic societal changes and competition surrounding university teachers, teaching self-efficacy is the key to determining teacher well-being and job satisfaction (Zakariya, 2020;Bjorklund et al, 2021;Kong, 2021;Saks et al, 2021;Toropova et al, 2021), engagement (Al' Abri et al, 2022, and retaining with high quality and effectiveness (You, 2014;Madigan and Kim, 2021). The study findings provide evidence-based information regarding the current trends and underlying psychological reasons for university teachers' dissatisfaction, burnout, and turnover, which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching self-efficacy, also called teacher self-efficacy, is a wellknown mechanism that can alleviate job stress and promote job satisfaction and further job retention by mitigating the negative impact of environmental obstacles and job stress (e.g., Chiu, 2010, 2011;Li et al, 2017;Troesch and Bauer, 2017;Ismayilova and Klassen, 2019;Yin et al, 2020). Numerous studies found that teaching self-efficacy significantly predicted teacher job satisfaction in K-12 school settings (Klassen and Chiu, 2010;Sun and Xia, 2018;Zakariya, 2020;Ortan et al, 2021;Saks et al, 2021;Richter et al, 2022). Despite the attention to the relationship among teachers' job satisfaction, job stress, and teaching selfefficacy in K-12 school settings (Tschannen-Moran and Hoy, 2007;Skaalvik and Skaalvik, 2014), a mediating role of teaching selfefficacy has not been much scrutinized with diverse samples of teachers in higher education, particularly in non-Western cultural settings (Klassen and Chiu, 2010;Yin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Considering that teaching self-efficacy is associated with positive outcomes, such as teacher well-being (Bjorklund et al, 2021;Saks et al, 2021;Jaguaco et al, 2022;Song, 2022), quality of working life (Kong, 2021;Jaguaco et al, 2022;Matos et al, 2022), and job satisfaction (Chan et al, 2020;Zakariya, 2020), the present study aims to investigate a mediating role of college teaching selfefficacy (CTSE) as a mechanism underlying the relationship between job stress and job satisfaction. We further examined the effect of contextual variables such as gender, teaching experiences, ranks, and teaching loads to forge an understanding of the relationship.…”

Section: Introductionmentioning

confidence: 99%

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Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

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Colleges and universities have been experiencing high rates of faculty turnover across countries, and hiring and retaining influential faculty members is a constant challenge that higher education institutions have encountered. Job stress and job satisfaction are stable predictors that psychologically determine teachers’ persistence in their institutions. The present study aimed to extend understanding of a mediating effect of college teaching self-efficacy (CTSE) on the relationship between faculty job stress and job satisfaction. Data collected from 455 Chinese university teachers were analyzed using structural equation moderated mediation models. CTSE was an effective mediator in alleviating the negative relationship between job stress and job satisfaction. Our finding from a moderated mediation model suggests that the mediation effect of CTSE did not differ by teaching experience, ranks, gender, and workload. However, the significant covariate effect of teaching experience incorporated in the mediation effect implies that teachers with more teaching experiences may have greater teaching self-efficacy, which may positively change the perceptions of job stress and job satisfaction. By way of discussion, we provided evidence regarding current trends and underlying psychological reasons for university teachers’ dissatisfaction which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions. Some impractical implications are further discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

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“…Daneben geht eine ausprägte Selbstwirksamkeit mit einer hohen Arbeitszufriedenheit und dem Verbleib im Lehrberuf einher (u. a. Saks et al, 2022;. Für die Untersuchungsgruppe der international ausgebildeten Lehrkräfte existieren bislang keine expliziten Forschungsergebnisse zur Entwicklung von Selbstwirksamkeitserwartungen.…”

Section: Entwicklung Professioneller Kompetenzen International Ausgeb...unclassified

Professionalisierung von Lehrkräften im Beruf. Stand und Perspektiven der Lehrkräftebildung und Professionsforschung

2023

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Professionalisierung stellt für Lehrkräfte eine lebenslange Aufgabe dar und findet nach dem Berufseinstieg vielfach neben den beruflichen Tätigkeiten statt. Anlässe für eine Professionalisierung sind schulorganisatorische Veränderungen oder gesamtgesellschaftliche Aufgaben, die für Schulen bedeutsam sind, wie die Einführung von Inklusion an allgemeinbildenden Schulen. Neben der individuellen Professionalisierung wirft der Sammelband auch einen Blick auf die kollegiale Professionalisierung. Diese kann einen Beitrag zur individuellen Professionalisierung der Lehrkräfte leisten, wenn systematisch das Lernen aller Lehrkräfte als eine Aufgabe verstanden wird. So können im Sinne von ‚Communities of Practice‘ Lehrerkollegien vielfältige Lerngelegenheiten bieten und die Einzelschulen ein Ort des Lernens darstellen. Drei weitere Themenschwerpunkte der Beiträge bilden die Professionalisierung von Lehrkräften im Kontext der Digitalisierung von Schule und Unterricht, im Rahmen inklusiven Unterrichtens sowie die Professionalisierung alternativ qualifizierter Lehrkräfte wie Seiteneinsteiger:innen.

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“…Teaching self-efficacy, also called teacher self-efficacy, is a wellknown mechanism that can alleviate job stress and promote job satisfaction and further job retention by mitigating the negative impact of environmental obstacles and job stress (e.g., Chiu, 2010, 2011;Ismayilova and Klassen, 2019;Yin et al, 2020). Numerous studies found that teaching self-efficacy significantly predicted teacher job satisfaction in K-12 school settings (Klassen and Chiu, 2010;Sun and Xia, 2018;Zakariya, 2020;Ortan et al, 2021;Saks et al, 2021;Richter et al, 2022). Despite the attention to the relationship among teachers' job satisfaction, job stress, and teaching selfefficacy in K-12 school settings (Tschannen-Moran and Hoy, 2007;Skaalvik and Skaalvik, 2014), a mediating role of teaching selfefficacy has not been much scrutinized with diverse samples of teachers in higher education, particularly in non-Western cultural settings (Klassen and Chiu, 2010;Yin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Psychological Outcomes for Leadership and Employees in the Education Sector

2023

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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To Stay or Not to Stay: An Empirical Model for Predicting Teacher Persistence

Cited by 15 publications

References 65 publications

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Professionalisierung von Lehrkräften im Beruf. Stand und Perspektiven der Lehrkräftebildung und Professionsforschung

The Psychological Outcomes for Leadership and Employees in the Education Sector

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