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Related Experiment Video

Updated: Jun 16, 2026

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Published on: November 19, 2015

Teacher role stress, satisfaction, commitment, and intentions to leave: a structural model.

Sharon Conley¹, Sukkyung You

¹Department of Education, Gevirtz Graduate School of Education, University of California-Santa Barbara, Goleta, CA 93106, USA. sconley@education.ucsb.edu

Psychological Reports

|January 27, 2010

Summary

Teachers experiencing role ambiguity, conflict, and overload are less committed and satisfied, leading to intentions to leave. Satisfaction and commitment mediate this relationship, impacting teacher retention in schools.

Related Experiment Videos

Last Updated: Jun 16, 2026

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Published on: November 19, 2015

Area of Science:

Educational Psychology
Organizational Behavior

Background:

Teacher retention is a critical issue in educational systems.
Understanding the factors contributing to teachers' intentions to leave is essential for school administrators.
Role stress is a significant occupational hazard for educators.

Purpose of the Study:

To investigate the relationships between teachers' perceptions of role stress (ambiguity, conflict, overload) and their commitment, satisfaction, and intentions to leave.
To examine the mediating roles of job satisfaction and organizational commitment in the link between role stress and turnover intentions.

Main Methods:

Structural equation modeling (SEM) was employed to test a conceptual model.
Confirmatory factor analysis (CFA) was used to validate the measurement of role stress constructs.
Survey data were collected from 178 teachers across four high schools.

Main Results:

The conceptual model demonstrated plausible linkages among the studied variables.
Role ambiguity, role conflict, and role overload were significantly related to job satisfaction and organizational commitment.
Job satisfaction and organizational commitment were found to be significant mediators in the relationship between role stresses and intentions to leave.

Conclusions:

Reducing role stress for teachers can enhance job satisfaction and organizational commitment.
Interventions aimed at improving teacher retention should focus on mitigating role stressors and fostering commitment and satisfaction.
The findings provide empirical support for a mediation model explaining teacher turnover intentions.