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Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?

Journal article
Authors Lisa Björk
Johanna Stengård
Mia Söderberg
Eva M. Andersson
Gunilla Wastensson
Published in Teachers and Teaching: Theory and Practice
Volume 25
Issue 8
Pages 955-971
ISSN 1354-0602
Publication year 2019
Published at Department of Sociology and Work Science
Institute of Medicine, Department of Public Health and Community Medicine, Section of Occupational and environmental medicine
Pages 955-971
Language en
Keywords Beginning teachers, cluster analysis, job demands-resources model, willingness to stay
Subject categories Work Sciences


As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.

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