Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion

被引：191

作者：

Skaalvik, Einar M. ^{[1
]}

Skaalvik, Sidsel ^{[2
]}

机构：

[1] NTNU Social Res, Dragvoll Alle 38, N-7491 Trondheim, Norway

[2] Norwegian Univ Sci & Technol, Trondheim, Norway

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 67卷

关键词：

ACHIEVEMENT GOALS; OCCUPATIONAL COMMITMENT; WORK ENGAGEMENT; BURNOUT; CLASSROOM; STRESS; ORIENTATIONS; PERCEPTIONS; LEAVE; VALIDATION;

D O I：

10.1016/j.tate.2017.06.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We analyzed relations between teachers' perception of the school goal structure, workload, self-efficacy, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Participants were 760 Norwegian teachers from grade 1 to 10. Data were analyzed using confirmatory factor analysis and structural equation modeling. We found two main routes to motivation to leave, one from the perception of a learning goal structure via teacher self-efficacy and job satisfaction, leading to lower motivation to leave, and another from the perception of a performance goal structure via increased workload and emotional exhaustion, leading to higher motivation to leave. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：152 / 160

页数：9

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