title: Teacher role stress, satisfaction, commitment, and intentions to leave: a structural model.
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.
authors.affiliation: Department of Education, Gevirtz Graduate School of Education, University of California-Santa Barbara, Goleta, CA 93106, USA. sconley@education.ucsb.edu
authors.forename: Sharon
authors.initials: S
authors.lastname: Conley
authors.forename: Sukkyung
authors.initials: S
authors.lastname: You
mesh_terms: D000328:Adult; D002140:California; D003220:Conflict, Psychological; D005178:Faculty; D005260:Female; D006801:Humans; D033182:Intention; D007588:Job Satisfaction; D008297:Male; D008875:Middle Aged; D008960:Models, Psychological; D010558:Personnel Loyalty; D010563:Personnel Turnover; D024382:Professional Role / Q000523:psychology*; D011795:Surveys and Questionnaires