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Beginning teachers' work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
Stockholm University, Faculty of Social Sciences, Stress Research Institute.
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Number of Authors: 52019 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 25, no 8, p. 955-971Article in journal (Refereed) Published
Abstract [en]

As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession-as well as attract new ones-is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.

Place, publisher, year, edition, pages
2019. Vol. 25, no 8, p. 955-971
Keywords [en]
Beginning teachers, willingness to stay, job demands-resources model, cluster analysis
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-176546DOI: 10.1080/13540602.2019.1688288ISI: 000494585700001OAI: oai:DiVA.org:su-176546DiVA, id: diva2:1380029
Available from: 2019-12-18 Created: 2019-12-18 Last updated: 2020-02-19Bibliographically approved

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