Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions

Abstract

Little is known about the determinants of teachers' psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. In this paper, teachers' occupational attributes (i.e. professional and personal characteristics) were investigated as determinants. Henceforth, the Educator Motivation and Attribute Profile (EdMAP) scales were used to describe the nature of 1,109 Hong Kong primary and secondary school teachers' occupational attributes. Furthermore, the relationships with the teacher outcomes were investigated. Construct validity and reliabilities of the EdMAP scales were satisfactory. The results showed positive associations between teachers' occupational attributes and their wellbeing, job satisfaction, and self-concept, and negative associations with quitting intentions. Keywords: teachers' occupational attributes; psychological wellbeing; job satisfaction; occupational self-concept; quitting intentions as their mood, job satisfaction, organizational commitment, and reduced emotional exhaustion (Van Horn, Taris, Schaufeli, & Schreurs, 2004). Teacher wellbeing also has an effect on their students. Students of satisfied teachers and of teachers who are psychologically well are more likely to attain than students whose teachers are dissatisfied or emotionally exhausted (Author, 2016 [details removed for peer review]; Day, 2008; Park, 2005).In this context, a number of researchers have noted the importance of teaching commitment to enhancing the effectiveness of teachers, teachers' psychological wellbeing, and a diminution in their drop-out intentions (Author, 2015a, b; Author, in press; Author, 2015 [details removed for peer review]). An examination of the teacher attributes that have high psychological wellbeing, job satisfaction, occupational self-concept, and low intentions of leaving the profession provides a further insight into the teacher characteristics that might result in longterm commitment to the teaching profession. Teachers' commitment to their profession is associated with their self-efficacy beliefs, for example, believing that they could empower their students (Bogler & Somech, 2004). In turn, having strong self-efficacy beliefs may also protect teachers against attrition (Hong, 2012). Other studies found that, the stronger teachers' commitment to their profession, the higher their self-efficacy for classroom management, instructional strategies, and student engagement (Chan, Lau, Nie, Lim, & Hogan, 2008;Klassen, & Chiu, 2011). More recent studies identified self-efficacy as the most significant factor in teachers' professional wellbeing, as well as job satisfaction and recognition (Yildirim, 2015). The importance of teaching efficacy has also been highlighted by Renshaw, Long, and Cook (2015), showing that teaching efficacy, joy of teaching, and school connectedness identify the level of teachers' subjective wellbeing. In turn, emotional characteristics such as hope and gratitude to some extent predict teachers' life satisfaction (Chan, 2009(Chan, , 2011(Chan, , 2013...

Employee turnover intention among Millennials: The role of psychological well-being and experienced workplace incivility

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Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences

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A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

“…Similar policy-focused attention does not appear to be mirrored at a government-level in other English-speaking countries (e.g., Canada, the United States). Nonetheless, teacher well-being is an issue relevant to many other education contexts across the globe (e.g., United States, Hong Kong; Gallup, 2014;McInerney et al, 2018), and there are many commonalities in the demands and resources experienced by teachers worldwide (e.g., Fackler and Malmberg, 2016;Dicke et al, 2018;Skaalvik and Skaalvik, 2018). Thus, the results of the current study have the potential to provide knowledge for practice and research for teachers, schools, and educational systems internationally.…”