Teachers' Performance and Turnover Intentions: The Roles of Work Overload, Autonomy, and Professional Self-Efficacy Based on the JD-R Theory
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| Title: | Teachers' Performance and Turnover Intentions: The Roles of Work Overload, Autonomy, and Professional Self-Efficacy Based on the JD-R Theory |
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| Language: | English |
| Authors: | Muhammet Fatih Alkan (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Elementary Secondary Education |
| Descriptors: | Foreign Countries, Teacher Effectiveness, Faculty Mobility, Teaching Load, Professional Autonomy, Self Efficacy, Preschool Teachers, Elementary School Teachers, Middle School Teachers, High School Teachers |
| Geographic Terms: | Turkey |
| DOI: | 10.1111/ejed.70641 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study stemmed from the problems around quality education and focused on underlying factors of teachers' performance and intentions to leave the organisation and profession. Within the Job Demands-Resources framework, structural associations among teachers' work overload, autonomy, professional self-efficacy, performance and intentions to leave the organisation and profession were investigated. Using the data obtained from 443 Turkish teachers, structural equation modelling revealed significant associations after controlling for the effects of background variables. Work overload was positively associated with teachers' intentions to leave the organisation and profession. Teacher autonomy was negatively related to intentions to leave the organisation and profession. Teacher professional self-efficacy as a personal resource was positively associated with performance while negatively related to intentions to leave the organisation and profession. Moreover, professional self-efficacy moderated the association between teacher autonomy and intentions to leave the organisation and profession. These results have implications for ensuring quality education and understanding the role of personal resources in the JD-R Theory. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507334 |
| Database: | ERIC |
| Abstract: | This study stemmed from the problems around quality education and focused on underlying factors of teachers' performance and intentions to leave the organisation and profession. Within the Job Demands-Resources framework, structural associations among teachers' work overload, autonomy, professional self-efficacy, performance and intentions to leave the organisation and profession were investigated. Using the data obtained from 443 Turkish teachers, structural equation modelling revealed significant associations after controlling for the effects of background variables. Work overload was positively associated with teachers' intentions to leave the organisation and profession. Teacher autonomy was negatively related to intentions to leave the organisation and profession. Teacher professional self-efficacy as a personal resource was positively associated with performance while negatively related to intentions to leave the organisation and profession. Moreover, professional self-efficacy moderated the association between teacher autonomy and intentions to leave the organisation and profession. These results have implications for ensuring quality education and understanding the role of personal resources in the JD-R Theory. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70641 |
