Work until you drop: Effects of work overload, prolonging working hours, and autonomy need satisfaction on exhaustion in teachers

被引：21

作者：

Sandmeier, Anita ^{[1
]}

Baeriswyl, Sophie ^{[2
]}

Krause, Andreas ^{[2
]}

Muehlhausen, Julia ^{[1
]}

机构：

[1] Schwyz Univ Teacher Educ, Zaystrasse 42, CH-6410 Goldau, Switzerland

[2] Univ Appl Sci & Arts Northwestern Switzerland FHNW, Riggenbachstr 16, CH-4600 Olten, Switzerland

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 118卷

基金：

瑞士国家科学基金会;

关键词：

Emotional exhaustion; Workload; Coping strategies; Job demands -resources model; Autonomy; DEMANDS-RESOURCES MODEL; JOB DEMANDS; SCHOOL CONTEXT; COPING STRATEGIES; BURNOUT; STRESS; ROLES; COMPETENCE; ENGAGEMENT; MOTIVATION;

D O I：

10.1016/j.tate.2022.103843

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Based on a longitudinal survey of Ke12 teachers in Switzerland (N 1/4 533), a conditional effects model was used to analyze the relationships between teachers' work overload, prolonging working hours as a coping strategy, autonomy, and exhaustion. The findings showed that the effect of work overload on exhaustion was fully mediated by prolonging working hours. Autonomy moderated the longitudinal effects of work overload on exhaustion. Simple slope analyses demonstrated that autonomy buffered the negative effects of work overload on exhaustion.(c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：10

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