The job and life satisfaction of teachers: a social cognitive model integrating teachers’ burnout, self-efficacy, dispositional optimism, and social support

Abstract The purpose of the study was to test a model factors predicting teachers’ job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, self-efficacy. extends Lent Brown’s (J Voc Behav 69(2):236–247, https://doi.org/10.1016/j.jvb.2006.02.006 , 2006; J Career Assess 16(1):6–21, https://doi.org/10.1177/1069072707305769 2008) cognitive interaction sources satisfaction. Specifically, condition with high incidence rate among teachers, included. participants were 676 Swiss teachers. Structural equation modeling used analyze data. results revealed differential effect variables considered on teachers' burnout as well their Dispositional workload might reduce risk teacher burnout; self-efficacy seem positively affect satisfaction; optimism alone, together directly relates Practical implications these are discussed.