Association between motivation to leave the teaching profession profiles and job satisfaction among Omani teachers: A latent profile analysis

Al’Abri, Khalaf Marhoun; Alhadabi, Amal; Emam, Mahmoud Mohamed

doi:10.1016/j.tate.2022.103807

Cited by 4 publications

(7 citation statements)

References 40 publications

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“…This makes them more confident in their work and enjoy and feel satisfied with their job. This finding is consistent with research that also found positive relationships between teacher job satisfaction and engagement (Chan et al, 2020;Al' Abri et al, 2022). This raises the possibility of creating some programs to increase college teaching selfefficacy.…”

Section: Discussionsupporting

confidence: 90%

“…In higher education, very few studies were conducted on the direct relationship between faculty job stress and job satisfaction; but it is known that job stress explains faculty turnover, performance, and professional commitment, which are closely associated with job satisfaction (Tytherleigh et al, 2005;Catano et al, 2010;Ryan et al, 2012;Al' Abri et al, 2022). Changing work conditions and environments in higher education, such as increasing levels of managerial control, higher work demands, and job insecurity, may result in increases in faculty job stress at academic workplaces, and faculty experienced exceedingly high levels of stress even by those who were satisfied with their jobs (Kinman and Jones, 2008;Ablanedo-Rosas et al, 2011;Shin and Jung, 2014).…”

Section: Job Stress and Job Satisfactionmentioning

confidence: 99%

“…This issue may involve intricate underlying mechanisms. However, job stress and job satisfaction are stable predictors that psychologically determine teachers' persistence in their professions and institutions (Klassen and Chiu, 2011;Gardner, 2012;Ryan et al, 2012;You, 2014;Calkins et al, 2019;Gonzales et al, 2020;Madigan and Kim, 2021;Al' Abri et al, 2022;Li et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

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Colleges and universities have been experiencing high rates of faculty turnover across countries, and hiring and retaining influential faculty members is a constant challenge that higher education institutions have encountered. Job stress and job satisfaction are stable predictors that psychologically determine teachers’ persistence in their institutions. The present study aimed to extend understanding of a mediating effect of college teaching self-efficacy (CTSE) on the relationship between faculty job stress and job satisfaction. Data collected from 455 Chinese university teachers were analyzed using structural equation moderated mediation models. CTSE was an effective mediator in alleviating the negative relationship between job stress and job satisfaction. Our finding from a moderated mediation model suggests that the mediation effect of CTSE did not differ by teaching experience, ranks, gender, and workload. However, the significant covariate effect of teaching experience incorporated in the mediation effect implies that teachers with more teaching experiences may have greater teaching self-efficacy, which may positively change the perceptions of job stress and job satisfaction. By way of discussion, we provided evidence regarding current trends and underlying psychological reasons for university teachers’ dissatisfaction which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions. Some impractical implications are further discussed.

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Section: Discussionsupporting

confidence: 90%

Section: Job Stress and Job Satisfactionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…This issue may involve intricate underlying mechanisms. However, job stress and job satisfaction are stable predictors that psychologically determine teachers' persistence in their professions and institutions (Klassen and Chiu, 2011;Gardner, 2012;Ryan et al, You, 2014;Calkins et al, 2019;Gonzales et al, 2020;Madigan and Kim, 2021;Al' Abri et al, 2022;. Teachers and researchers in higher education have increasingly suffered from stress due to the intense demands for productivity and the complexity of the work (Graça et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Psychological Outcomes for Leadership and Employees in the Education Sector

2023

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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“…In view of this situation, it is necessary to study the emotional labor of high school EFL teachers and its influencing mechanisms. Job satisfaction is one of the frequently studied outcomes related to the teaching profession ( Al’Abri et al, 2022 ). It is an important indicator of teachers’ well-being, and it is also an important variable influencing attrition ( Price, 2001 ; Antón, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

High school English-as-a-foreign-language teachers’ emotional labor and job satisfaction: A latent profile analytical approach

Shen-hai

Zhou²

2022

Front. Psychol.

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Previous studies have primarily used variable-centered approaches to explore correlations between English-as-a-foreign-language (EFL) teachers’ emotional labor and outcome variables. A fundamental but unresolved question is whether teachers employ multiple emotional labor strategies in the workplace. This study used the latent profile analysis (LPA) to explore the profiles of EFL teachers’ emotional labor and the relationship between the profiles and job satisfaction based on a questionnaire survey of 365 high school EFL teachers in China. The results indicated the existence of three emotional labor profiles—agreeable, neutral and emotional—that were characterized by different combinations of surface acting (SA), deep acting (DA), and expression of naturally felt emotion (ENFE). The profiles of EFL teachers who predominantly relied on ENFE and DA had the most adaptive patterns of job satisfaction, whereas the profiles of teachers who reported higher levels of SA, regardless the level of ENFE and DA, experienced lower levels of job satisfaction. These findings provide a person-centered methodological data support for exploring the relationship between emotional labor and EFL teachers’ job satisfaction.

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Association between motivation to leave the teaching profession profiles and job satisfaction among Omani teachers: A latent profile analysis

Cited by 4 publications

References 40 publications

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

The Psychological Outcomes for Leadership and Employees in the Education Sector

High school English-as-a-foreign-language teachers’ emotional labor and job satisfaction: A latent profile analytical approach

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