How to mobilize social support against workload and burnout: The role of organizational identification

被引：81

作者：

Avanzi, Lorenzo ^{[1
]}

Fraccaroli, Franco ^{[1
]}

Castelli, Luciana ^{[2
]}

Marcionetti, Jenny ^{[2
]}

Crescentini, Alberto ^{[2
]}

Balducci, Cristian ^{[3
]}

van Dick, Rolf ^{[4
,5
]}

机构：

[1] Univ Trento, Dept Psychol & Cognit Sci, Postbox Corso Bettini 31, I-38068 Rovereto, TN, Italy

[2] Univ Appl Sci & Arts Southern Switzerland, Dept Educ & Learning DFA, Locarno, Switzerland

[3] Univ Bologna, Dept Polit & Social Sci, Bologna, Italy

[4] Goethe Univ Frankfurt, Inst Psychol, Frankfurt, Germany

[5] Goethe Univ Frankfurt, Ctr Leadership & Behav Org, Frankfurt, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 69卷

关键词：

Social identity model of stress; Organizational identification; Teacher burnout; Social support; Workload; SELF-EFFICACY; EMOTIONAL EXHAUSTION; OCCUPATIONAL STRESS; TURNOVER INTENTIONS; TEACHING PROFESSION; METAANALYTIC TEST; JOB-ATTITUDES; TEACHERS; IDENTITY; RESOURCES;

D O I：

10.1016/j.tate.2017.10.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Recent theoretical and empirical research outlined the role of organizational identification in the stress process. We provide an empirical test of the social identity model of stress by testing a two-step mediation model of the identification-burnout link. We hypothesize that strongly identified teachers will receive more support from colleagues which, in turn, relates to perceptions of reduced workload, which finally leads to both lower work- and student-related burnout. We tested our model in a large cross-sectional sample of 2685 Swiss teachers representing half of the teacher population of Ticino Canton. Hypotheses were supported. Implications for theory and practice are discussed. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：154 / 167

页数：14

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