Informace o publikaci
Understanding teacher burnout: The role of job demands, job resources, perceived work ability, and work-life balance
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| Rok publikování | 2026 |
| Druh | Další prezentace na konferencích |
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| Popis | Background Teacher burnout represents a major occupational health concern with serious implications for teacher well-being, instructional quality, and retention. The job demands-resources (JD-R) model conceptualizes burnout as the result of a chronic imbalance between high job demands, which drain energy and lead to strain, and insufficient job or personal resources, which could otherwise protect individuals from stress and foster motivation. In teaching, excessive quantitative, cognitive, and emotional demands have been consistently linked to exhaustion and disengagement, while job resources such as autonomy, supervisor support, and coworker support act as protective factors that enhance motivation and resilience. Work-life imbalance further exacerbates exhaustion by reducing opportunities for recovery, particularly among teachers balancing professional and family roles. However, previous research has predominantly focused on work-related antecedents of teacher burnout, while neglecting the influence of non-work factors such as work-life balance. Addressing both work-related and non-work-related factors is therefore crucial for a more comprehensive understanding of how multiple domains interact to predict burnout and inform effective preventive measures. The contribution of our research lies in its holistic approach, investigating the effects of job demands (quantitative, cognitive, emotional), job resources (autonomy, supervisor and coworker support), personal resources (perceived work ability), and non-work domain factors (work-life balance) on teacher burnout and the interrelationships among them. Method A two-wave study was conducted among Czech primary and lower secondary school teachers. In the first wave (T1), data were collected from 853 teachers (86.1% female, M = 45.9, SD = 10.8) across 44 schools, with 481 teachers participating again one year later (T2). Participants completed instruments assessing burnout (Shirom–Melamed Burnout Questionnaire); job demands (quantitative, cognitive, and emotional), job resources (autonomy, supervisor support, and coworker support), and work-life balance (Copenhagen Psychosocial Questionnaire); and personal resources in the form of perceived work ability (Teacher Work Ability Scale). Data were analyzed primarily using structural equation modeling (SEM) and additionally Bayesian cross-lagged panel modeling (CLPM) to examine the predictive roles of job demands, job resources, personal resources, and work-life balance in burnout while controlling for demographic variables. Results The findings supported the health impairment process proposed by the JD-R model. Burnout was most strongly predicted by job demands, with quantitative and emotional job demands showing the most pronounced positive effects. Among job resources, coworker support emerged as the only significant protective factor, suggesting that collegial relationships play a critical role in mitigating stress. In contrast, supervisor support and autonomy showed no significant associations with burnout. A paradoxical finding emerged for perceived work ability: teachers with a strong initial perception of their capacity to meet job demands reported higher burnout one year later. However, post hoc analyses revealed only one association between the facets of work ability and burnout—higher perceived work ability in teaching organization was linked to greater physical exhaustion. Work-life conflict also significantly contributed to burnout, indicating that difficulties in maintaining balance between work and personal life intensified strain and that non-work experiences may spill over into the professional domain. These findings emphasize the interconnectedness of work-related and non-work-related antecedents in shaping teachers’ occupational well-being. |
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