THE RELATIONSHIPS BETWEEN RECOVERY AND TEACHERS' EXHAUSTION AND PERFORMANCE: MEDIATIONAL ROLE OF WORK-RELATED SELF-EFFICACY

Background: The aim of the study was to better understand the process through which recovery leads to teachers' exhaustion and performance. The direct and the indirect, i.e., mediated by teacher' work -related self -efficacy, effects of recovery on exhaustion and job performance were measured. To assessment of recovery, the Polish version of the Work -Related Rumination Scale (W-RRS) was developed. It measures detachment, affective rumination and problem -solving pondering. The psychometric properties of this tool constitute an additional contribution to the article. Material and Methods: The study was conducted among a group of primary and secondary school teachers (N = 503). The factor structure of the W-RRS scale was checked using confirmatory factor analysis (CFA), its reliability by using of Cronbach's a measure, and its theoretical validity by means of correlation of main variables with criterion variables. Hypotheses related to direct and mediation effects were verified using structural equation modeling (SEM). Results: The obtained results confirmed the criterion and construct validity and reliability of the W-RRS. It has been also shown that detachment is directly negatively associated with exhaustion (but not with performance), affective rumination is a predictor of higher exhaustion and lower job performance, and problem -solving pondering is related to job performance (but not to exhaustion). Self -efficacy mediates the effect of 2 (out of the 3) types of recovery on exhaustion and job performance, such that high levels of problem-solving pondering and low levels of affective rumination translate into high self-efficacy, which in turn leads to lower exhaustion and higher job performance. Conclusions: The recovery methods have various implications for functioning of teachers. While detachment and problem-solving pondering seem to promote it, affective rumination intensifies exhaustion and reduces performance. The mediator of the recovery-psychological well-being relationship is self-efficacy. The W-RRS questionnaire can be used to assessment of rumination among teachers. Med Pr Work Health Saf. 2024;75(2)