Effects of Teachers' Motivational Strategies on Burnout, Job Satisfaction, and Intentions to Quit

• In Event: Sheraton Roundtable Session 34
  In Roundtable Session: Teacher Longevity: Job Satisfaction, Expectations, and Expansion

Abstract

Teachers’ psychological needs are of considerable research interest given the high rate of teacher attrition in North American schools. The present study examined how teachers’ self-regulatory use of motivational strategies predicted burnout, job satisfaction, and quitting intentions in a sample of 513 practicing Canadian teachers. Factor analytic results revealed strategy clusters involving goal engagement, disengagement, and self-protection, with hierarchical regression analysis showing strongest benefits for goal engagement (e.g., persistence, help-seeking). Additionally, self-protective strategies involving positive reappraisal were consistently beneficial across adjustment outcomes. Finally, disengagement strategies involving cognitive avoidance and downgrading expectations were found to have a detrimental effect on teacher burnout and quitting intentions. Implications for teacher training and professional development are discussed.

Authors

• Chiung-Fang Chang, McGill University

• Nathan C. Hall, McGill University

• Sonia Rahimi, McGill University