Understanding Teachers' Job Satisfaction and Flow: The Dual Process of Psychological Needs

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  • Author(s): Shim, Sungok Serena (ORCID Shim, Sungok Serena (ORCID 0000-0003-4729-1530); Finch, W. Holmes; Cho, YoonJung (ORCID Cho, YoonJung (ORCID 0000-0002-4702-5315); Knapke, Melissa
  • Language:
    English
  • Source:
    Educational Psychology. 2022 42(3):316-333.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
      Elementary Secondary Education
    • Subject Terms:
      Teacher Attitudes; Job Satisfaction; Psychological Needs; Professional Autonomy; Teacher Competencies; Predictor Variables; Self Determination; Teacher Persistence; Faculty Mobility; Kindergarten; Elementary Secondary Education; Career Change; Models; Factor Analysis
    • Accession Number:
      10.1080/01443410.2021.1985970
    • ISSN:
      0144-3410
      1469-5820
    • Abstract:
      Drawing from self-determination theory, the current study examined how teachers' satisfaction or frustration of psychological needs might be related to their job satisfaction, intention to leave, and flow experience during teaching (N = 143, K-12 teachers in the Midwestern U.S.). In support of the Dual Process Model, the current results revealed the different predictive utility of need satisfaction vs. frustration for each of three needs. Specifically, need satisfaction was a stronger predictor of positive outcomes (e.g. job satisfaction and flow) than need frustration while need frustration was a stronger predictor of negative outcomes (e.g. intention to leave) than need satisfaction. Job satisfaction was predicted by all three types of psychological needs (competence, relatedness, and autonomy). Unlike job satisfaction, teachers' intention to leave was mostly tied to the need for autonomy, and teachers' enjoyment of teaching (flow experience) was primarily a function of the need for competence. Educational and policy implications are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1348225