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Jerrim, J., & Sims, S. (2021). When Is High Workload Bad for Teacher Wellbeing? Accounting for the Non-Linear Contribution of Specific Teaching Tasks. Teaching and Teacher Education, 105, Article 103395.
https://doi.org/10.1016/j.tate.2021.103395

has been cited by the following article:

• TITLE: Investigating Teachers’ Job Satisfaction: The Roles of School Leadership, Workload Stress and Teacher Self-Efficacy: Evidence from TALIS 2018, UAE Data

  AUTHORS: Mohammed Issah, Braimah Awaisu Imurana, Richard Oduro, Isaac Nyarko Adu, Mohammed Borhandden Musah

  KEYWORDS: School Leadership, Teacher Job Satisfaction, Workload, TALIS, Stress, Self-Efficacy, Structural Equation Modelling

  JOURNAL NAME: Open Journal of Leadership, Vol.14 No.1, March 5, 2025

  ABSTRACT: In this study, the roles of school leadership, workload stress and teacher self-efficacy in ensuring teacher job satisfaction among 8,648 school principals and teachers from the United Arab Emirates (UAE) who took part in the 2018 Teaching and Learning International Survey (TALIS) were examined. Structural equation modelling (SEM) was used, and it revealed that workload stress and self-efficacy have a significantly positive effect on teacher job satisfaction. However, school leadership had no effect on teacher job satisfaction. The results imply that UAE teachers who perceive themselves as capable and have a manageable workload are more likely to be satisfied with their jobs. This suggests the need for immediate interventions to manage and mitigate stress, potentially through workload reduction and effective stress management programs.