Understanding the relationship between work intensification and burnout in secondary teachers

Title
Understanding the relationship between work intensification and burnout in secondary teachers
Publication Date
2019
Author(s)
Lawrence, David F
Loi, Natasha M
( author )
OrcID: https://orcid.org/0000-0002-3561-1974
Email: nloi2@une.edu.au
UNE Id une-id:nloi2
Gudex, Boyd W
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/13540602.2018.1544551
UNE publication id
une:1959.11/26512
Abstract
This cross-sectional study sought to investigate teachers’ experiences of work intensification and wellbeing. Using the Job Demands-Resources model as a framework, this study investigated the relationship between work intensification, satisfaction with workload, perceived organisational support, and burnout. An Australian sample of 215 high school teachers completed a confidential and anonymous online survey battery. Multiple regression analyses indicated that non-teaching-related workload was a stronger predictor of burnout than teaching-related-workload. In addition, the results indicated that perceived organisational support moderated the relationship between work intensification and the emotional exhaustion component of burnout. These findings have important implications for teacher wellbeing and highlight the importance of organisational support for staff.
Link
Citation
Teachers and Teaching, 25(2), p. 189-199
ISSN
1470-1278
1354-0602
Start page
189
End page
199

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