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Save Our Schools; How Self-Efficacy and Stress Influence the Intention to Quit Teaching through Job Satisfaction

Scheurwater, Merel (2023) Save Our Schools; How Self-Efficacy and Stress Influence the Intention to Quit Teaching through Job Satisfaction.

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Abstract:All over the world schools and governments struggle with teacher shortage. It is important for any teaching force that the number of teachers and students is balanced, which shifts when teachers quit the profession. Previous research indicates a reducing effect of job satisfaction on job mobility. Theoretical exploration shows that various indicators of competence or self-efficacy and stress seem to influence job satisfaction and job mobility or occupational change in opposite directions. Hypothesized is that job satisfaction functions as a mediator between stress and self-efficacy on the one hand and a desire for occupational change on the other hand. Secondary data is used from TALIS 2018. Correlation tests and structural equation modelling are conducted in R 4.2.2. The model results in a good fit. The found correlations are negative for the relationship between stress and job satisfaction and the relationship between job satisfaction and a desire for occupational change, and positive for the relationship between self-efficacy and job satisfaction. These findings add to the generalizability of the reasons teachers can have to leave the profession. The research concludes in advice for school managements to help maintain their teaching force and several recommendations for further research.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:https://purl.utwente.nl/essays/95536
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