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Title: Understanding the relationship between work intensification and burnout in secondary teachers
Contributor(s): Lawrence, David F (author); Loi, Natasha M  (author)orcid ; Gudex, Boyd W  (author)
Publication Date: 2019
Early Online Version: 2018-11-13
DOI: 10.1080/13540602.2018.1544551
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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.
Publication Type: Journal Article
Source of Publication: Teachers and Teaching, 25(2), p. 189-199
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1470-1278
Fields of Research (FoR) 2008: 170107 Industrial and Organisational Psychology
Fields of Research (FoR) 2020: 520104 Industrial and organisational psychology (incl. human factors)
Socio-Economic Objective (SEO) 2008: 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Socio-Economic Objective (SEO) 2020: 280121 Expanding knowledge in psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Psychology

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