Job demands and resources as predictors of well-being in portuguese teachers

被引：0

作者：

Silva, Jose Castro ^{[1
]}

Peixoto, Francisco ^{[1
]}

Galhoz, Adriana ^{[2
]}

Gaitas, Sergio ^{[1
]}

机构：

[1] ISPA Inst Univ, Ctr Invest Educ CIE ISPA, Lisbon, Portugal

[2] ISPA Inst Univ, Inst Univ Ciencias Psicol Sociais & Vida ISPA, Lisbon, Portugal

来源：

EUROPEAN JOURNAL OF TEACHER EDUCATION | 2023年

关键词：

Psychological; social; physical well-being; colleagues and students' demands; teacher job resources; WORK ENGAGEMENT; SCHOOL CONTEXT; SELF-EFFICACY; STUDENT MISBEHAVIOR; POSITIVE EMOTIONS; SATISFACTION; STRESS; BURNOUT; RESILIENCE; MOTIVATION;

D O I：

10.1080/02619768.2023.2288552

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1-11 (elementary up to secondary level). Data were analysed through confirmatory factorial analysis, structural equation modelling and mediation analysis. Main findings revealed that job demand variables are negative predictors of teacher well-being, whereas job resources variables predict positively teacher well-being. Additionally, the results showed two indirect mediation effects: job resources buffered the job demands and well-being relationship. In particular, support from colleagues and autonomy were identified as the main mediators of the relation between job demands and teacher well-being. Overall, the main results are consistent with the Job Demands-Resources model and contribute to the understanding of interplay between job resources and demands and their influence over teacher well-being.

引用

页数：24

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