Utforskning av vanskelighetene til norske lærere i videregående skole

The present study delves into factors contributing to the overwhelming duties of Norwegian high school teachers by examining the interrelationship between role conflict—an endogenous variable—with work-related stress, intention to exit the profession, and apprehension over offending students, which are considered exogenous variables. We employed a questionnaire gathering responses from 246 Norwegian high school teachers, and subsequently applied structural equation modelling to analyse the material. Our data suggests a very robust pathway between turnover intention and role conflict, while stress shares a moderate pathway with role conflict. Our study reveals a moderate-to-strong relation between stress and turnover intention and between turnover intention and fear of offending students. The article goes on to discuss the practical implications of the empirical findings and offer suggestions for future research.