Search results for: Skaalvik Einar M.
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Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Updated: Jun. 27, 2012
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
Updated: Aug. 24, 2010
This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. 563 Norwegian teachers in elementary school and middle school participated in the study. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured.
Updated: Apr. 01, 2009