Teacher role stress, satisfaction, commitment, and intentions to leave: a structural model

Psychological Reports
Sharon Conley, Sukkyung You

Abstract

Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among teachers' perceptions of the role stresses of role ambiguity, role conflict, and role overload and commitment, satisfaction, and intentions to leave their employing school. 178 teachers in four high schools in a southern coastal region of California responded to survey questions designed to capture the above constructs. Confirmatory factor analysis was used to assess whether the role-stress items fit hypothesized constructs. Structural equation modeling results indicated that satisfaction and commitment are two mediators in the role stresses-intentions to leave relationship.

References

Mar 1, 1990·Psychological Bulletin·P M Bentler
Feb 8, 2006·Canadian Journal of Ophthalmology. Journal Canadien D'ophtalmologie·C Ross Ethier
Oct 14, 2006·Psychological Reports·Teresa M Heckert, Angela M Farabee

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Citations

Nov 21, 2014·Research Quarterly for Exercise and Sport·Thomas J Templin, K Andrew R Richards
Sep 30, 2017·International Journal of Environmental Research and Public Health·Sergio Mérida-LópezLourdes Rey
Jul 27, 2018·International Journal of Occupational and Environmental Health·Wenjun Li, Changgui Kou
Jan 5, 2018·Psychological Reports·Ye Hoon LeeChanho Kang
Feb 14, 2020·Research Quarterly for Exercise and Sport·Wesley J WilsonSteven K Holland
Mar 7, 2020·The Journal of School Health·Lauren W ReynoldsJosh Reynolds
Nov 15, 2019·Research Quarterly for Exercise and Sport·Birte von Haaren-MackJens Kleinert

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