The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly 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. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction.
We analyzed relations between teachers’ perception of the school goal structure, workload, self-efficacy, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. ...Participants were 760 Norwegian teachers from grade 1 to 10. Data were analyzed using confirmatory factor analysis and structural equation modeling. We found two main routes to motivation to leave, one from the perception of a learning goal structure via teacher self-efficacy and job satisfaction, leading to lower motivation to leave, and another from the perception of a performance goal structure via increased workload and emotional exhaustion, leading to higher motivation to leave.
•We measured teacher perception of the school goal structure.•A learning structure predicted lower motivation to leave the teaching profession.•This association was mediated through higher self-efficacy and job satisfaction.•A performance structure predicted higher motivation to leave the profession.•This association was mediated through higher workload and emotional exhaustion.
Frames of reference play an important role in the development of academic self-concept because students' judgments of their own achievements have to be made against some frame of reference. Students ...use multiple frames of reference in making self-judgments. In this article we first distinguish internal and external frames of reference. We then identify four possible frames of reference related to external comparisons: (a) school-average ability, (b) class average ability, (c) selected students in class, and (d) selected students outside of class. We also propose four types of internal comparisons related to schoolwork: (a) comparison of achievements in different school subjects at a given time, (b) comparison of achievements in the same subject across time, (c) comparison of achievements with goals and aspirations, and (d) comparison of achievements in different school subjects with applied effort in those subjects. By analyzing the eight frames of reference in relation to five sources of information, we illustrate the complexity of internal and external comparisons students make and suggest directions for future research.
Gender differences in mathematics and verbal self-concept, performance expectations, intrinsic motivation, and goal orientation were examined in 4 samples of Norwegian students. A total of 907 ...students in 6th grade (n = 277), 9th grade (n = 239), 11th grade (n = 264), and adult students enrolled in first year of senior high school (n = 127) participated in the study. Findings indicated that gender differences continue to exist. Male students had higher self-concept, performance expectations, intrinsic motivation, and self-enhancing ego orientation in mathematics than did female students, whereas female students had higher intrinsic motivation for learning language than did male students. Older students had higher verbal than mathematics self-concept regardless of gender. PUBLICATION ABSTRACT
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.
This 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. The participants were 2569 Norwegian teachers in elementary school and middle school. The data were analyzed by means of SEM analyses. All six school context variables were related to job satisfaction and motivation to leave the teaching profession. These relations were primarily indirect, mediated through feelings of belonging and emotional exhaustion.
► We studied teachers’ responses to perceived school context variables. ► Discipline problems and time pressure were predictive of emotional exhaustion. ► Value consonance and positive social relations predicted feeling of belonging. ► Belonging and exhaustion mediated the effect of school context on job satisfaction.
When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher ...self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age=45.0 yr., SD=11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.
The purpose of this longitudinal study was to analyse relations between teachers' perceptions of job demands and job resources in the school environment and dimensions of burnout, depressed mood, job ...satisfaction and motivation to leave the teaching profession (quit). The participants were 262 Norwegian high school teachers. The teachers' perceptions of three job demands (time pressure, low student motivation, and dissonant value context) and two job resources (autonomy and supervisory support) were measured at time 1 (September) whereas burnout, depressed mood, job satisfaction and motivation to leave the teaching profession were measured at time 2 (April). The data were analysed by means of confirmatory factor analysis and SEM analysis. The job demands and the job resources that were included in the study related differently to the three dimensions of burnout (emotional exhaustion, cynicism, and self-perceived accomplishment) and the dimensions of burnout related differently to measures of depressed mood, job satisfaction, and motivation to quit. For instance, time pressure was the strongest predictor of emotional exhaustion whereas low student motivation and working in a dissonant value context were the strongest predictors of cynicism. Also, autonomy was positively associated with self-perceived accomplishment whereas low student motivation was negatively associated with self-perceived accomplishment.
In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, ...external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout. Participants were 244 elementary and middle school teachers. The analysis supported the conceptualization of teacher self-efficacy as a multidimensional construct. They found strong support for 6 separate but correlated dimensions of teacher self-efficacy, which were included in the following subscales: Instruction, Adapting Education to Individual Students' Needs, Motivating Students, Keeping Discipline, Cooperating With Colleagues and Parents, and Coping With Changes and Challenges. They also found support for a strong 2nd-order self-efficacy factor underlying the 6 dimensions. Teacher self-efficacy was conceptually distinguished from perceived collective teacher efficacy and external control. Teacher self-efficacy was strongly related to collective teacher efficacy and teacher burnout.
The purpose of this study was to analyze how four potential stressors in the school environment (discipline problems, time pressure, low student motivation, and value dissonance) were related to ...dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 1145 teachers from grade 1 to 13. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A confirmatory factor analysis including the four stressors and the three dimensions of burnout had good fit to the data and the correlations between the factors were moderate. Although all the potential stressors were significantly related to emotional exhaustion, time pressure was the far strongest predictor. In comparison, depersonalization and personal accomplishment was not significantly related to time pressure but was significantly predicted by discipline problems, low student motivation, and value dissonance. Teachers at the lowest grade levels reported more discipline problems and higher time pressure than teachers at higher grade levels, whereas teachers at the highest grade levels experienced low student motivation as a greater problem than teachers at lower grade levels.
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