Teachers' emotional exhaustion and job satisfaction: How much does the school context matter?
Journal article › Research › Peer reviewed
Publication data
| By | Tabea Schulze-Hagenest, Bastian Carstensen, Kira Weber, Thorben Jansen, Jennifer Meyer, Olaf Köller, Uta Klusmann |
| Original language | English |
| Published in | Teaching and Teacher Education, 136, Article 104360 |
| Editor (Publisher) | Elsevier |
| ISSN | 0742-051X, 1879-2480 |
| DOI/Link | https://doi.org/10.1016/j.tate.2023.104360 |
| Publication status | Published – 12.2023 |
| Keywords | Job satisfaction, Multilevel analysis, Teachers, Social interactions, Emotional exhaustion, School context |
The current article investigated the role that the school context plays in teachers’ well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Study 1: N = 1,022; Study 2: N = 2,886), the results of multilevel regression analyses showed low between-school variance in well-being but substantial variation in indicators of social interactions. Moreover, well-being was tendentially related to interindividual differences in the perception of social climate.
