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De Jesus, S. N., & Conboy, J. (2001). A Stress Management Course to Prevent Teacher Distress. The International Journal of Educational Management, 15, 131-137.
https://doi.org/10.1108/09513540110384484

has been cited by the following article:

  • TITLE: A Study on the Relationship between Well-Being and Turnover Intentions among Rural School Teachers: School Organizational Climate as a Moderating Variable

    AUTHORS: Cheng-Ping Chang, Ling-Ying Chiu, Jing Liu

    KEYWORDS: Teacher Well-Being, School Organizational Climate, Turnover Intentions, Rural Elementary School Teachers

    JOURNAL NAME: Creative Education, Vol.8 No.4, April 27, 2017

    ABSTRACT: This study examined the effect of teacher well-being and the organizational climate in rural elementary schools on teachers’ turnover intentions, as well as the effect of the interaction between teacher well-being and organizational climate on teachers’ turnover intentions. Teachers from rural elementary schools in Nantou County, Taiwan, were the participants in this study. A questionnaire was distributed and surveys were collected from 254 teachers. SPSS statistical software was used to conduct confirmatory factor analysis, reliability analysis, descriptive statistics analysis, independent-samples t-tests, one-way ANOVA, Pearson’s correlation analysis, and hierarchical regression analysis. The findings in this study were as follows: 1) Male and female teachers in rural elementary schools showed a significant difference in the professional sharing construct of school organizational climate. 2) Teachers of different age, marital status, part-time position, years of service, and native land showed significant differences in the well-being constructs of life satisfaction and negative emotions. 3) Teachers of different marital status showed a significant difference in the school organizational climate constructs of work supervision, teaching constraints, and turnover intentions. 4) Teachers from different places showed a significant difference in the estrangement construct. 5) The influence of teacher well-being on turnover intentions was negatively affected by the school organizational climate constructs of support, work supervision, and comradeship. The constructs of teaching constraints and estrangement had a significant and positive effect on turnover intentions. Thus, school organizational climate had a moderating effect on the relationship between teacher well-being and turnover intentions.