The DOI matches its Crossref record; 73 of the 73 references it cites were found in a registry or an index.
Job demands and job resources as predictors of teacher motivation and well-being
Open accessAbstract
We analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession. Participants were 760 Norwegian teachers in grade 1–10. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A second order job demand variable strongly predicted lower teacher well-being, whereas job resources more moderately predicted higher well-being. Teacher well-being was in turn predictive of higher engagement and lower motivation to leave the profession. Analysis of primary factors showed that time pressure was the strongest predictor of teacher well-being.
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Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
The job demands-resources model of burnout.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001) · Journal of Applied Psychology · doi:10.1037/0021-9010.86.3.499 · Cited by 13,643
The Job Demands‐Resources model: state of the art
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Cited by
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020) · Journal of Pedagogical Research · doi:10.33902/jpr.2020062805 · Cited by 382
Understanding teacher wellbeing through job demands-resources theory
Granziera, H., Collie, R., & Martin, A. (2021) · Cultivating Teacher Resilience · doi:10.1007/978-981-15-5963-1_14 · Cited by 170
Profiles of Burnout, Coping Strategies and Depressive Symptomatology
Martínez, J. P., Méndez, I., Ruiz-Esteban, C., Fernández-Sogorb, A., & García-Fernández, J. M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00591 · Cited by 123
Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being
Rahm, T., & Heise, E. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02703 · Cited by 88
“As time pressure is one of the main stressors leading to teachers’ experience of distress (Skaalvik and Skaalvik, 2018), time management interventions are quite often delivered in in-school trainings in Germany.”
BackgroundEarly Childhood Special Education Teachers’ Job Burnout and Psychological Stress
Jeon, H.-J., Diamond, L., McCartney, C., & Kwon, K.-A. (2022) · Early Education and Development · doi:10.1080/10409289.2021.1965395 · Cited by 77
Metadata
- Authors
- Skaalvik, E. M., & Skaalvik, S.
- Venue
- Social Psychology of Education
- Published
- 2018-08-24
- Volume
- 21
- Issue
- 5
- Pages
- 1251-1275
- ISSN
- 1381-2890 (ISSN-L)
- 1573-1928
- OpenAlex
- W2888104326
- Cited by
- 554
- References
- 73
- FWCI
- 37.47
- Type
- journal article
- Language
- en
- Open access
- hybrid
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
