ABSTRACT

As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.

摘要

与世界上许多其他国家一样，瑞典目前正迫切需要新教师。解决这个问题的一种方法是，创建良好的工作环境以保留新手，并吸引新的教师。为了完成这项任务，研究必须能够反映工作环境的复杂性质。在本研究中，对328名瑞典语教师在任教的第一年中的四个工作需求和五个工作资源进行了聚类分析，得出了四种典型的工作情况：有利的情况（n = 103）；有利的情况（n = 103）。平衡的情况（n = 148）；威胁情况（n = 34）；和压制的情况（ñ= 43）。在这些不同群体的教师如何看待他们的工作满意度，自我效能感和留下意愿方面存在明显差异，前两种情况下的教师得分明显高于后两种情况。结果表明，教师在职业生涯开始时会有不同的工作经历。这些发现表明，为支持新教师并防止他们离开专业而进行的工作环境干预和入职计划必须很好地适应环境。