Search Results (119)

The COVID-19 pandemic introduced significant shifts in educational delivery, leading to widespread adoption of hybrid and remote instructional modalities. This study investigates the relationship between these modalities and teacher job satisfaction during the 2020–2021 academic year in the U.S., while also examining how teacher, classroom, and school characteristics predict satisfaction within each modality. Using data from the 2020–2021 National Teacher and Principal Survey (NTPS) on 31,160 full-time public school teachers, linear regression analyses were employed to assess the relationship between instructional modalities and a composite measure of teacher satisfaction, controlling for various teacher, classroom, and school characteristics. The analysis revealed that hybrid teaching was significantly associated with lower teacher satisfaction compared to in-person teaching; however, remote teaching’s initial association with lower satisfaction became non-significant after accounting for school-level factors. Specific teacher characteristics (e.g., female, experienced, younger, holding an advanced degree) and school characteristics (e.g., school level, size, student characteristics) exhibited varying associations with satisfaction across modalities. These findings suggest that hybrid teaching posed unique challenges during the pandemic and highlight the importance of understanding modality-specific risk factors to inform targeted support for teachers in future crises. Full article

Purposes: Teacher turnover has especially negative effects on schools and students when experienced and capable teachers leave. This loss is significant when those teachers also serve as mentors to their less experienced colleagues. This study aimed to advance understanding about how school leaders can positively influence the retention of their school’s teacher mentors. Methodology: The framework for the study reflects a longstanding line of research on successful leadership. Using a cross-sectional research design, evidence was provided by responses to the mentor survey component of a larger four-year study examining the effects on retention decisions of a national induction programme for early-career teachers and their mentors in England. Structural equation modelling was employed to test the direct and indirect effects of school leadership and selected school conditions on mentors’ self-efficacy, well-being and job satisfaction, and ultimately retention decisions. Findings: Developing and retaining teacher mentors was associated with a suite of leadership practices which encourage collaborative cultures, provide coherent high-quality learning opportunities, and ensure what they perceive to be manageable workloads. These organizational conditions nurture the job satisfaction and self-efficacy of experienced teachers enhancing their sense of well-being at work. Implications: Results suggest four sets of guidelines for senior school leaders. Full article

University teachers are key contributors to achieving the objectives of Education for Sustainable Development (ESD), and their work engagement directly influences teaching quality, research productivity, and student development. However, the role of teachers’ internal resources in promoting work engagement has received limited empirical attention, particularly in Eastern cultural contexts. Based on the Job Demands–Resources (JD-R) model, this study examines how the satisfaction of basic psychological needs affects university teachers’ work engagement, with organizational identification and job satisfaction serving as potential mediators. A total of 483 participants completed the survey, and data were analyzed using mediation analysis. Results indicated that basic psychological need satisfaction was positively associated with teachers’ work engagement. Furthermore, organizational identification and job satisfaction both mediated this relationship, individually and sequentially, thereby enhancing teachers’ engagement through a chain mediation mechanism. These findings shed light on the psychological processes underlying university teachers’ work engagement and provide theoretical and practical implications for fostering sustained motivation and proactive participation in ESD-related teaching and research. This study also contributes to extending the application of the JD-R model in higher education settings. Full article

Teaching has always been recognized as one of the professions with the highest risk of burnout, thus highlighting the need to take into account how organizations could promote a “healthier” work life. Accordingly, literature has gone beyond the conceptualization of well-being as merely the “absence of illness” to concluding that it must be regarded as a state of complete health. The current study adopts this theoretical approach to address the limited literature on factors affecting the well-being of Italian primary school teachers. Specifically, responses to a self-report questionnaire completed by 142 Italian primary school teachers showed that work self-efficacy was positively associated with job satisfaction, which in turn was positively related to well-being. Consequently, job satisfaction fully mediated the relationship between self-efficacy and well-being. Furthermore, both work overload and work autonomy were found to be negatively associated with teacher well-being. These findings can inform the design of targeted interventions aimed at enhancing the performance and psychological health of primary school teachers by managing demands and fostering effective resources. Full article

Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model designed to measure TDC in relation to the educational use of AI. A quantitative methodology was applied using a validated questionnaire distributed through Google Forms between March and May 2024. The sample consisted of 368 university professors. The model examined relationships among key dimensions, including cognition, capacity, vision, ethics, perceived threats, ai-powered innovation, and job satisfaction. The results indicate that cognition is the strongest predictor of capacity, which in turn significantly influences vision and ethics. AI-powered innovation presented limited explained variance, while perceived threats from AI negatively affected capacity. Additionally, job satisfaction was mainly influenced by external factors beyond the model. The overall model fit confirmed its reliability in explaining the proposed relationships. This study highlights the critical role of cognitive training in AI for teachers and the importance of designing targeted professional development programs to enhance TDC. Although a generally positive attitude towards AI was identified, perceptions of threats remained low. Full article

Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect as well as job satisfaction—predict distinct dimensions of pre-service teachers’ career-oriented reflections during a four-week PFE. Methods: Using a quantitative pre-post design, we analyzed data from 242 German bachelor’s degree students. Occupational well-being was assessed using the Positive and Negative Affect Schedule (PANAS) and a job satisfaction scale; reflection processes were measured via five subscales capturing information, exploration, critical reflection, career guidance, and development. Results: Findings indicate a significant increase in positive affect (d = 0.75), a slight decrease in negative affect (d = 0.15), and stable job satisfaction. Regression analyses reveal that baseline positive affect and job satisfaction enhanced career guidance and exploration, whereas negative affect promoted critical reflection. Increases in positive affect and job satisfaction further strengthened career guidance and development. Conclusion: Aspects of occupational well-being can substantially shape career-oriented reflection processes. These findings highlight the importance of explicitly considering pre-service teachers’ emotional experiences in the design of field experiences and reflection opportunities within teacher education. Full article

In light of profound transformation processes within the education system—such as digitalization, increasing societal pluralization, and global crises—growing attention is being paid to the mental health and resilience of teachers. This paper draws on the Job Demands–Resources (JD-R) model to explore, both theoretically and empirically, how individual and organizational resources influence teachers’ professional agency. The analysis is based on data of the GEW-Frühjahrsreport 2025 (March 2025), from 5859 teachers in North Rhine-Westphalia. The findings reveal that emotional exhaustion and work engagement are significantly shaped by personal resilience, collegial support, and leadership culture. Resilience demonstrates a dual function, acting as a protective factor against exhaustion and as a motivational driver of engagement. In conjunction with leadership and collegiality resilience, it exerts significant indirect effects on teachers’ commitment and job satisfaction via emotional exhaustion and work engagement. The results underscore the need for a systemic understanding of resilience that integrates individual coping capacities with structural conditions. This article offers practice-oriented implications for health-promoting school development and advocates for the strategic integration of resilience promotion at the individual, collegial, and institutional levels. Full article

Job satisfaction is widely acknowledged as a complex, multidimensional construct that significantly influences both employee well-being and organizational performance. Within the field of education, empirical research specifically focusing on preschool teachers’ job satisfaction remains scarce. Progress in this area is related to the availability of psychometrically robust measurement instruments. This study examined job satisfaction among Greek preschool teachers using a revised version of the Teachers’ Satisfaction Inventory (TSI), integrating theoretical frameworks emphasizing job satisfaction’s multidimensional nature and its critical role in organizational effectiveness. The present study aimed to (1) validate the TSI’s psychometric properties for preschool teachers and (2) assess satisfaction levels by incorporating two new dimensions: salary and perceived prestige. An extended version of the 30-item TSI, measuring seven dimensions, was administered to 224 Greek preschool teachers. Psychometric properties were assessed using confirmatory factor analysis (χ² = 743.33, df = 384, CFI = 0.992, RMSEA = 0.067, SRMR = 0.078), reliability (Cronbach’s α = 0.77 to 0.94) and convergent analyses (AVE = 0.661 to 0.854). Findings indicated that the revised TSI is a valid and reliable instrument with a strong seven-factor structure (factors’ correlation = 0.143 to 0.787). Results revealed high satisfaction with colleagues and students, but significant dissatisfaction with salary and prestige. The findings underscore the need for policymakers to address financial compensation and societal recognition to enhance retention and well-being in preschool education. This study contributes a validated tool for assessing preschool teachers’ job satisfaction while highlighting context-specific challenges in Greece. Full article

Leadership literature suggests that a transformational leadership style can reduce negative employee outcomes, even in challenging work environments such as the education sector, where teachers play a key role in social development. This study aimed to analyze the association between transformational leadership and job satisfaction: the role of gratitude toward the organization in the Peruvian context. A cross-sectional study with an explanatory design was conducted considering 457 men and women who declared themselves teachers, aged between 18 and 73 years (M = 38.63; SD = 10.61), recruited through non-probability convenience sampling. The theoretical model was evaluated using the Partial Least Squares method (PLS-SEM). An adequately fitting measurement model was obtained (α = between 0.893 and 0.969; CR = between 0.897 and 0.971; AVE = between 0.757 and 0.845), demonstrating that transformational leadership is positively associated with the components of gratitude toward the organization and job satisfaction, as well as the association of the components of gratitude toward the organization and job satisfaction. In turn, it was evident how gratitude toward the organization plays a mediating role in these relationships. In this sense, the study provides valuable information for Peruvian educational leaders seeking to improve indicators of satisfaction, gratitude, and leadership in their work environment. These findings enrich educational management, given that it is the first empirical study to demonstrate these links in a challenging sector of an emerging country, offering a solid foundation for the development of more humanized, effective, and sustainable management strategies. Full article

This study investigates the creators, effects, and inhibitors of technostress among STEM teachers, addressing a critical yet underexplored issue in the digitalization of education. Grounded in the technostress model and the job demands–resources (JD-R) model, the study examines the relationships among technostress creators, burnout, organizational effects (job satisfaction, organizational commitment, and work performance), and technostress inhibitors. A cross-sectional survey was conducted with 378 STEM teachers from Zhejiang Province, China. Structural equation modeling (SEM) was employed to test the hypothesized paths. The results revealed that technostress creators significantly increased teacher burnout and negatively affected organizational commitment and work performance. Burnout mediated the impact of technostress creators on job satisfaction and organizational commitment. Technostress inhibitors were found to alleviate burnout, mitigate technostress creators, and enhance STEM teachers’ commitment. These findings validate the applicability of the technostress model in the context of K–12 STEM education in China and highlight the importance of organizational mechanisms for supporting teacher well-being and performance. The study contributes to both theory and practice by proposing an integrative model of technostress and offering actionable recommendations for school leadership to effectively manage technostress. Full article

All individuals hold beliefs about their ability to successfully perform specific tasks. These beliefs, known as self-efficacy, play a key role in guiding and motivating human behavior. In education, both teachers’ self-efficacy beliefs and the collective efficacy shared by teachers within a school have been linked to improved performance, well-being, and job satisfaction among students and educators. While these constructs have been widely studied in various countries and contexts, little is known about them in Mexico, the country with the largest Spanish-speaking population worldwide. This study is the first to examine the relationship between teacher self-efficacy (TSE), collective efficacy, and other teacher- and school-level variables in Mexico. Given the absence of psychometrically robust instruments to assess collective efficacy among Spanish-speaking teachers, the Collective Teacher Beliefs Scale (CTBS) was first adapted into Spanish, and its psychometric properties were evaluated. Subsequently, multilevel analyses incorporating teacher- and school-level factors revealed that professional development on multicultural communication, classroom autonomy, and collaboration, at the teacher level, and collective efficacy and stakeholder participation, at the school level, were significant predictors of TSE. Finally, implications for future practice and policy are discussed. Full article

Teacher mental health is a growing concern in educational and public health systems worldwide. This meta-analysis systematically examines the relationship between teacher self-efficacy—a core construct in social cognitive theory—and job satisfaction, both considered crucial indicators of occupational well-being. A total of 39 studies involving teachers across 18 countries were analyzed, yielding a significant positive correlation between self-efficacy and job satisfaction (r = 0.41, p < 0.001), with notable heterogeneity (I² = 97%). Subgroup analyses revealed that the relationship was significantly stronger among teachers in high school and post-secondary contexts, and in studies conducted in Southern Hemisphere countries, highlighting the role of contextual and systemic moderators such as educational level and geographic inequality. The findings underscore the need for school- and policy-level interventions that bolster teachers’ self-efficacy through professional development, emotional support, and improved working conditions. Such interventions are essential not only for enhancing job satisfaction and reducing attrition but also for promoting the psychological resilience and well-being of the global teaching workforce. The study provides evidence-based insights into education and health policymakers aiming to support teacher retention and mental health through scalable, targeted initiatives. Full article

This study explores the perceptions of primary school teachers in Sparta, Greece, regarding toxic leadership behaviors and their impact on job satisfaction (JS) and organizational commitment (OC). The study was motivated by the need to investigate how school management practices, particularly in smaller regional communities, influence teacher well-being—an area underexplored in the Greek educational context. A total of 163 teachers participated by completing validated questionnaires assessing toxic leadership, job satisfaction, and organizational commitment. Exploratory factor analysis (EFA) identified two factors explaining 61.3% of the variance: one linking toxic leadership and job satisfaction and another centered on organizational commitment. Spearman’s correlation analysis revealed significant negative correlations between toxic leadership and both OC (r = −0.230, p < 0.001) and JS (r = −0.476, p < 0.001). Multiple regression analysis confirmed the predictive effect of toxic leadership on both variables. Interestingly, teachers with over 15 years of experience exhibited higher OC compared with those with up to 5 years of teaching experience, suggesting the resilience-building benefits of tenure. This study underscores the urgency for leadership development programs emphasizing ethical practices, emotional intelligence, and accountability to mitigate the adverse effects of toxic leadership. Full article

Technological advancement has radically transformed higher education, requiring faculty members to continually adapt to new tools and teaching methods. In this context, the phenomenon of fear of missing out (FoMO) has gained relevance, often manifesting through a range of negative emotional states, including technostress—stress associated with the use of technology. Objectives: This study aimed to map the available scientific evidence on technostress among nursing faculty in higher education, through a scoping review conducted according to the methodology proposed by the Joanna Briggs Institute (JBI). Methods: The literature search was performed across eight databases, including Medline (via PubMed), CINAHL Complete, Scopus, and the Teacher Reference Center. Results: Of the 266 studies identified, only 3 met the inclusion criteria. Conclusions: Findings reveal varying levels of technostress among nursing educators, with higher levels observed among older faculty members, frequently associated with limited technical and administrative support. Although the direct impact on job satisfaction was not significant, the anxiety induced by intensive technology use and the perceived necessity for constant professional updating—often driven by FoMO—was shown to affect daily academic life, highlighting the need for effective coping strategies. Understanding technostress within the context of nursing education is essential for addressing the challenges of pedagogical modernization. This review supports the need for future institutional interventions aimed at preventing technostress and fostering a more balanced, reflective, and sustainable relationship with technology in academic settings. Full article

This study compares the views of mathematics teachers in private and public schools on mathematics education during the COVID-19 pandemic from their perspectives after the pandemic, focusing on factors influencing secondary and high school mathematics education. In this study, the survey method was used to collect data. The survey method was employed to obtain information for this investigation. During the 2023–2024 school year, 644 math teachers took part in the study. Of these, 260 were from private schools, and 384 were from public schools. There are 10,323 teachers in public schools and 694 in private schools, and this sample size is more than the 371 participants that are needed for statistical purposes (based on Cochran’s formula at a 95% confidence level and a 5% margin of error). A scale consisting of thirteen 5-point Likert-type questions was developed by researchers for data collection, and mathematical modeling techniques were employed. Factor analysis using SPSS 24.00 revealed four key factors influencing teachers’ responses: teachers’ professional development and support, job satisfaction, students’ engagement, and teaching experience. The results highlight significant disparities between public and private schools in mathematics education, attributed to various factors to be elucidated further in the subsequent discussion. Full article