Predicting Teacher Anxiety, Depression, and Job Satisfaction

Abstract

This study investigates predictors of anxiety, depression, and job satisfaction in teachers in northern Ontario. Using data from self-report questionnaires, factor analysis and multiple linear regression were performed to determine which sources of stress predict stress-related symptoms among teachers and to explore job satisfaction as predicted by: stress, depression, anxiety, years of teaching experience, gender, grade level assignment and position (part-time vs. full-time). The results indicate that workload and student behaviour were significant predictors of depression in teachers in the study. Workload, student behaviour, and employment conditions were significant predictors of anxiety. In addition, stress and depression had a significant and negative impact on job satisfaction. Years of teaching experience was a significant and positive predictor of job satisfaction. Anxiety, gender, grade level, and position were not statistically significant predictors of teacher job satisfaction. Therefore, efforts made to improve workload, student behavior, and employment conditions may lead to reduced stress among teachers and thus lower levels of depression and anxiety. These results may provide guidance for teachers and administrators, as well as inform teacher retention efforts and attempts to improve teacher job satisfaction.

Complete Issue

“…This paper extends the data analysis previously reported by (Ferguson et al, 2007;Ferguson, Frost, & Hall, 2012). While we have explored the prevalence of stress, the factors that cause stress and the stigma of teacher stress (Ferguson et al, 2007) and which stress factors predict anxiety and depression (Ferguson, Frost, & Hall, 2012), we have not yet explored the relationship between teacher stress and social supports.…”

“…We wanted to know more about the possibility of social supports affecting teacher stress and other factors in their professional lives that contribute to stress. In this paper, we extend our analysis from our previous work (Ferguson et al, 2007;Ferguson, Frost, & Hall, 2012) to explore the impact of social supports based on the frequency with which teachers spoke to others about stress. While other research in the extant literature has mostly explored social supports, teacher stress, and a possible buffering effect Greenglass, Fiksenbaum, & Burke, 1996;Greenglass, Burke & Konarski, 1997;Qin & Zhu, 2007), our research is unique in that we are exploring the frequency of contact with social supports and how this contact is related to demographic characteristics, teacher stressors, a perceived stigma of teacher stress, job satisfaction, career intent, and career commitment.…”

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

“…Concerning the close relationship between school culture and teachers' job satisfaction, some studies show that a good organizational culture is crucial to the enhancement of workers' job satisfaction (Hosseinkhanzadeh et al, 2013). Improving school culture may increase teachers' motivation and reduce the risks of stress and depression for teachers (Ferguson, Frost & Hall, 2012). A supportive and motivating school culture makes teachers feel more competent and more satisfied with their schools and work (Usop et al, 2013).…”

The Role of Personal Characteristics and School Characteristics in Explaining Teacher Job Satisfaction

“…By contrast, in other studies, younger teachers report higher satisfaction than older teachers, and female teachers are more satisfied than male teachers (Ma & McMillan, 1999). Skaalvik and Skaalvik (2009) find a slight negative correlation between the number of years of experience and job satisfaction, whereas Ferguson, Frost, and Hall (2012) identified a positive correlation between these variables.…”