Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers: A structural equation model

Mehmet Karakus, Zara Ersozlu, Muhammet Usak, Jude Ocean

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    Abstract

    The current research aims to ex-plore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clus-tered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teach-ers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers.

    Original languageEnglish
    Pages (from-to)237-251
    Number of pages15
    JournalJournal of Baltic Science Education
    Volume20
    Issue number2
    DOIs
    Publication statusPublished - 1 Apr 2021

    Bibliographical note

    Publisher Copyright:
    © 2021, Scientia Socialis Ltd. All rights reserved.

    Copyright:
    Copyright 2021 Elsevier B.V., All rights reserved.

    Keywords

    • Intent-to-leave
    • Science and mathematics teachers
    • Self-efficacy
    • Wellbe-ing

    ASJC Scopus subject areas

    • Education

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