Marcionetti, Jenny and Castelli, Luciana (2022) The job and life satisfaction of teachers: a social cognitive model integrating teachers’ burnout, self-efficacy, dispositional optimism, and social support. International Journal for Educational and Vocational Guidance.
Full text not available from this repository.Abstract
The purpose of the study was to test a model of factors predicting teachers’ job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, and self-efficacy. The model extends Lent and Brown’s (2006; 2008)social cognitive model of the interaction of sources of job and life satisfaction. Specifically, burnout, a condition with a high incidence rate among teachers, was included. The participants were 676 Swiss teachers. Structural equation modeling was used to analyze the data. The results revealed the differential effect of the variables considered on teachers' burnout and job satisfaction, as well as their life satisfaction. Dispositional optimism, social support, and perceived workload might reduce the risk of teacher burnout; dispositional optimism, social support, and teacher self-efficacy seem to positively affect job satisfaction; and dispositional optimism alone, together with burnout and job satisfaction, directly relates to teachers’ life satisfaction. Practical implications of these results are discussed.
| Item Type: | Scientific journal article, Newspaper article or Magazine article |
|---|---|
| Subjects: | Education > Training teachers Education > Training teachers > Training teachers not elsewhere classified Education > Others in education |
| Department/unit: | Dipartimento formazione e apprendimento / Alta scuola pedagogica > Centro competenze innovazione e ricerca sui sistemi educativi |
| Depositing User: | Jenny Marcionetti |
| Date Deposited: | 13 Sep 2022 13:41 |
| Last Modified: | 13 Sep 2022 13:41 |
| URI: | http://repository.supsi.ch/id/eprint/13547 |
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