A longitudinal study of teachers' occupational well-being: Applying the job demands-resources model

Journal article


Dicke, Theresa, Stebner, Ferdinand, Linninger, Christina, Kunter, Mareike and Leutner, Detlev. (2018) A longitudinal study of teachers' occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology. 23(2), pp. 262 - 277. https://doi.org/10.1037/ocp0000070
AuthorsDicke, Theresa, Stebner, Ferdinand, Linninger, Christina, Kunter, Mareike and Leutner, Detlev
Abstract

The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, the JD-R model provides an excellent framework for explaining the occupational well-being of beginning teachers—an occupation associated with particularly high levels of strain and consequently, high attrition rates. However, the model’s assumptions have to date mostly been tested piecewise, and seldom on the basis of longitudinal models. With a series of longitudinal autoregressive SEM models (N = 1,700) we tested all assumptions of the JD-R model simultaneously in one model with an applied focus on beginning teachers. We assessed self-reports of beginning teachers at three time waves: at the beginning and end (one and a half to two years later) of their preservice period, and again, one year later. Results revealed significant direct effects of resources (self-efficacy) on engagement, of demands (classroom disturbances) on strain (emotional exhaustion), and a significant reverse path of engagement on self-efficacy. Additionally, the results showed two moderation effects: Self-efficacy buffered the demands-strain relationship, while self-efficacy also predicted engagement, especially when disturbances were high. Thus, self-efficacy in classroom management plays an important role in the teachers’ stress development process, as it will, in case of high classroom disturbances, not only buffer the strain-enhancing effects, but also boost engagement. Commitment was predicted directly by emotional exhaustion and engagement, but indirectly only by self-efficacy (via engagement). Thus, we provide strong empirical support for the JD-R model. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Keywordslongitudinal; job demands-resources model; occupational well-being; beginning teachers
Year2018
JournalJournal of Occupational Health Psychology
Journal citation23 (2), pp. 262 - 277
PublisherAmerican Psychological Association Inc.
ISSN1076-8998
Digital Object Identifier (DOI)https://doi.org/10.1037/ocp0000070
Scopus EID2-s2.0-85011321013
Page range262 - 277
Research GroupInstitute for Positive Psychology and Education
Place of publicationUnited States of America
EditorsP. Y. Chen
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