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The moderating role of teacher motivations on the relationships between workplace conditions and teacher attrition

Brogniet, Thomas
(2016)

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Brogniet_52140700_2016.pdf
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Details

Supervisors
Dumay, Xavier
Faculty
Faculté des sciences de l'éducation
Degree label
Master [120] en sciences de l'éducation
Abstract
This study aims to analyse the mediating effect of stress on the relation between working conditions and intention of attrition amongst teachers in the French-speaking community of Belgium. Furthermore, the moderating role of motivations to choose teaching on these relations are explored. Method: A sample of 1068 teachers from all levels participated in this cross-sectional study by answering a questionnaire. Structural Equation Modelling was then used to assess the different models, that is the direct effect of working conditions on attrition, the mediating role of stress on that relation and the moderating role of motivations on the mediation relation. Findings: Stress mediates the relation between working conditions and intention of attrition. Intrinsic career value and perceived social status are moderators in specific cases. Implications: Stress being a mediating variable, it is then crucial to help teachers to deal with stress when the working conditions can't be improved. Also, it is important to attract to teaching candidates whom have the ideal motivations.