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- Vol 6 RE: Chapters 1, 4, 6, App E
job demands–resources modelteacher well-beingteacher motivationtime pressureprofessional autonomyteacher retentionJournal article Evidence summaryAt a glance
Skaalvik and Skaalvik test a job-demands–resources model with survey data from 760 Norwegian teachers in grades 1–10. Demands include time pressure, discipline problems, low student motivation, value conflict, and role ambiguity; resources include autonomy, supervisory support, colleague relations, collective culture, and value consonance.
Key ideas
Structural equation analyses show that an overall demands factor strongly predicts lower teacher well-being, while resources more moderately predict higher well-being. Well-being in turn predicts greater engagement and less motivation to leave teaching. Among specific demands, time pressure has the strongest negative association with well-being. The findings distinguish conditions that consume sustained effort from conditions that help teachers reach goals, cope, and develop professionally.
Why it matters
Because the study is cross-sectional and based on self-report, causal direction cannot be established. Still, it directs school improvement beyond individual resilience: workload, role clarity, relational support, shared values, and professional autonomy are organizational conditions tied to motivation and retention.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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