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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26512
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dc.contributor.authorLawrence, David Fen
dc.contributor.authorLoi, Natasha Men
dc.contributor.authorGudex, Boyd Wen
dc.date.accessioned2019-03-19T03:29:48Z-
dc.date.available2019-03-19T03:29:48Z-
dc.date.issued2019-
dc.identifier.citationTeachers and Teaching, 25(2), p. 189-199en
dc.identifier.issn1470-1278en
dc.identifier.issn1354-0602en
dc.identifier.urihttps://hdl.handle.net/1959.11/26512-
dc.description.abstractThis 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.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofTeachers and Teachingen
dc.titleUnderstanding the relationship between work intensification and burnout in secondary teachersen
dc.typeJournal Articleen
dc.identifier.doi10.1080/13540602.2018.1544551en
local.contributor.firstnameDavid Fen
local.contributor.firstnameNatasha Men
local.contributor.firstnameBoyd Wen
local.subject.for2008170107 Industrial and Organisational Psychologyen
local.subject.seo2008970117 Expanding Knowledge in Psychology and Cognitive Sciencesen
local.profile.schoolSchool of Psychologyen
local.profile.schoolSchool of Environmental and Rural Scienceen
local.profile.emailnloi2@une.edu.auen
local.profile.emailbgudex2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage189en
local.format.endpage199en
local.identifier.scopusid85057345951en
local.peerreviewedYesen
local.identifier.volume25en
local.identifier.issue2en
local.contributor.lastnameLawrenceen
local.contributor.lastnameLoien
local.contributor.lastnameGudexen
dc.identifier.staffune-id:nloi2en
dc.identifier.staffune-id:bgudex2en
local.profile.orcid0000-0002-3561-1974en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/26512en
local.date.onlineversion2018-11-13-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleUnderstanding the relationship between work intensification and burnout in secondary teachersen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorLawrence, David Fen
local.search.authorLoi, Natasha Men
local.search.authorGudex, Boyd Wen
local.uneassociationUnknownen
local.identifier.wosid000457991400004en
local.year.available2018en
local.year.published2019en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/f948a828-5115-4caa-9f6e-b983ff038395en
local.subject.for2020520104 Industrial and organisational psychology (incl. human factors)en
local.subject.seo2020280121 Expanding knowledge in psychologyen
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School of Psychology
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