Teacher satisfaction and burnout during COVID-19: what organizational factors help?

Trinidad, Jose Eos

doi:10.1080/13603124.2021.2006795

Cited by 25 publications

(22 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is also in line with the finding of Hombrados-Mendieta and Cosano-Rivas [ 81 ], that social workers’ perceptions of workplace support as a mediator decreases the negative effect of job burnout on job satisfaction. In addition, our findings support the empirical studies of Molero Jurado et al [ 82 ] and Trinidad [ 83 ], that teachers’ perceptions of support in the educational context mediated the impact of job burnout on job satisfaction. Therefore, it can be concluded that perceived organizational support exerts protection against job burnout and is a precursor to job satisfaction.…”

Section: Discussionsupporting

confidence: 90%

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Wei

Zhou

Zheng

et al. 2022

IJERPH

View full text Add to dashboard Cite

Background: Job burnout has become a widespread phenomenon in school settings. However, little is known about the mental health condition of the growing cohort of generalist teachers in rural primary schools. Drawing on the job demands–resource model and social exchange theory, this study examines the correlation between job burnout and job satisfaction through perceived organizational support and work engagement. Methods: We recruited 639 Chinese generalist teachers in rural primary schools as the study subjects and developed a serial mediation model to assess the hypothesized construct. The data acquired online via Wenjuanxing Software were confirmed as valid and analyzed with SPSS and SmartPLS. Results: The participants scored above the median in perceived organizational support, work engagement, and job satisfaction, and had scores close to the median for job burnout. Statistically significant differences among the investigated variables were found in gender, age, experience, and degree. Job burnout was negatively predictive of perceived organizational support, work engagement, and job satisfaction (each p = 0.000). Perceived organizational support mediated the association between job burnout and work engagement (p = 0.000) and the connection between job burnout and job satisfaction (p = 0.000), while work engagement mediated the association between job burnout and job satisfaction (p = 0.000) and the association between perceived organizational support and job satisfaction (p = 0.000). Conclusions: Perceived organizational support and work engagement as two sequential mediators buffered the detrimental impact of job burnout on job satisfaction among Chinese generalist teachers in rural primary schools. Targeted strategies should be implemented to diminish generalist teachers’ feelings of burnout, being unsupported by organizations, disengagement at work, and dissatisfaction with the job.

show abstract

Section: Discussionsupporting

confidence: 90%

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Wei

Zhou

Zheng

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Previous studies have shown that the relationship between job satisfaction and burnout is negative, conveying that high burnout leads to lower job satisfaction (Tsigilis et al, 2004). Earlier studies also conclude that burnout and job satisfaction show a moderate to the high negative association (Skaalvik and Skaalvik, 2017;Madigan and Kim, 2021;Trinidad, 2021;Duraku et al, 2022), but there are research studies where this association is challenged. For instance, a study among New Zealand psychiatrists (Kumar et al, 2007) showed a high prevalence of burnout and showed that job satisfaction remained high despite burnout.…”

Section: Burnout and Job Satisfactionmentioning

confidence: 98%

Influence of perceived equity, job enrichment, and burnout among educators in Indian private universities on job satisfaction and the desire to quit

Annamalai

2022

Front. Educ.

View full text Add to dashboard Cite

The desire to quit converts into actual attrition if left unaddressed. Additionally, employees’ job satisfaction strongly influences their desire to stay or leave. Several individual and organizational factors affect job satisfaction levels, all of which must be thoroughly analyzed to curb both the desire to quit and attrition. The current study tests a model associating perceived equity, job enrichment, and burnout with job satisfaction and the desire to quit of educators employed in private universities in India. Data were collected from 272 university faculty members using five scales, namely, job enrichment, perceived equity, employee burnout, job satisfaction, and intention to leave, and were analyzed using AMOS 17. The initial fitness results failed to support the hypothesized framework, but a revised framework yielded a good fit for the data. Results show that perceived equity has a positive influence on job satisfaction (Hypothesis 2), job enrichment positively affects job satisfaction (Hypothesis 3), burnout negatively influences job satisfaction (Hypothesis 4), and job satisfaction negatively affects the desire to leave (Hypothesis 1). Perceived equity, burnout, and job satisfaction were found to mediate the association between job enrichment and the desire to leave. The results indicate that private universities must focus on job satisfaction to reduce employees’ desire to quit, thereby reducing the attrition level, which is currently a severe problem with both financial and non-financial consequences to universities. From the results, it can be seen that job enrichment has acted as a mediator to influence employees’ job satisfaction. Future research can explore HR practices contributing to high job enrichment, and this study would have considerable practical implications.

show abstract

“…To make the transition to working in a technology-mediated environment, lecturers need to know the assumptions made of them, and what skills and knowledge they might require to work with administrators, specialists, and communication and support systems. Although knowing learners' needs is key to success, lecturers need to challenge assumptions and rethink teaching and learning (Ellsworth, 1997;Rapanta, 2021;Trinidad, 2021). When implementing technology in their research, lecturers need to participate in professional development opportunities from self-learning to learning in a workshop environment to blend their research skills with the use of technology (Ajeesh, & Rukmini, 2021; Donitsa-Schmidt & Ramot, 2022; Schmidt, 1997).…”

Section: Rationalmentioning

confidence: 99%

Modern technology adoption and professional development of Lecturers

Uzorka¹,

Namara²,

Olaniyan³

2022

Preprint

View full text Add to dashboard Cite

As technology becomes increasingly integrated with education, research regarding the professional development needs of lecturers making the transition to working in a technology-mediated environment following technological advancement is paramount in improving learning experiences. This study was carried out to investigate the lecturers’ professional development needs with regard to technology. This qualitative study randomly selected a convenience sample of 130 faculty and administrators. Using an interview guide, the interviewers met with 89 participants. Data were transcribed and entered into a database for analysis. The findings reported are uses of technology and professional development initiatives. Most lecturers identify time as their greatest barrier. Recognizing that time is also their most valued asset, lecturers look for professional development opportunities designed to meet their needs, relevant to how they want to apply the technology, with trainers and support people who use principles of andragogy and constructivism when teaching, training, and communicating. The study shows that there is a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and principles of adult education and constructivism when planning and implementing professional development opportunities.

show abstract

Teacher satisfaction and burnout during COVID-19: what organizational factors help?

Cited by 25 publications

References 52 publications

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Influence of perceived equity, job enrichment, and burnout among educators in Indian private universities on job satisfaction and the desire to quit

Modern technology adoption and professional development of Lecturers

Contact Info

Product

Resources

About