Informace o publikaci
Unpacking what sustains teachers’ work ability: A comprehensive examination of theoretically and empirically derived antecedents
| Autoři | |
|---|---|
| Rok publikování | 2026 |
| Druh | Další prezentace na konferencích |
| Citace | |
| Přiložené soubory | |
| Popis | Method A two-wave longitudinal study was conducted among Czech primary and lower secondary school teachers. Analyses were based on an effective sample of 469 participants (88.5% women; M = 46.7, SD = 10.0) who completed questionnaires at both time points. Data were collected using the Copenhagen Psychosocial Questionnaire (version III), Teachers’ Sense of Efficacy Scale, Shirom–Melamed Burnout Questionnaire, Utrecht Work Engagement Scale, and Teacher Work Ability Scale. Analyses integrated random forests to identify the most influential predictors with confirmatory change-score structural equation modeling (?-SEM) to test their unique effects on changes in PTWA while controlling for baseline levels. This two-stage analytical design enabled both data-driven exploration and theory-based confirmation, strengthening the robustness and validity of the findings. Results Results indicate that TSE represents a central personal resource that mobilizes the energy teachers can allocate to everyday professional demands. Both higher baseline TSE and increases over time predicted subsequent gains in PTWA. However, these effects were facet-specific for TSE and domain-specific for PTWA. Growth in TSE for instructional strategies and classroom management predicted increases in PTWA for instructional management, while higher TSE for student engagement contributed to improvements in PTWA for teaching organization. Moreover, increases in TSE for instructional strategies were associated with higher PTWA in teacher–staff interaction and non-teaching responsibilities, whereas growth in classroom-management TSE predicted gains in PTWA for navigating difficult situations. Supervisor support also emerged as an important predictor, with both baseline levels and positive changes contributing to higher PTWA in teacher–staff interaction. Work engagement was positively related to improvements in PTWA for instructional management, suggesting a reinforcing motivational process. In contrast, physical exhaustion predicted declines in PTWA, particularly in teaching organization and non-teaching responsibilities. Additionally, the ALE plots revealed non-linear associations, including threshold effects for quantitative job demands and curvilinear patterns for burnout, representing a novel contribution, as previous research on PTWA has largely focused on linear relationships. These findings extend the JD-R framework by uncovering complex, non-linear dynamics in the interplay between job demands, personal resources, and work ability. Several theoretically relevant variables, including emotional and cognitive demands, coworker support, sense of community, cognitive weariness, emotional exhaustion and work–life conflict, showed no significant direct effects on PTWA change. |
| Související projekty: |