Baeriswyl-Zurbriggen, Sophie

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Baeriswyl-Zurbriggen
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Sophie
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Baeriswyl-Zurbriggen, Sophie

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2021 - 20235
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Gerade angezeigt 1 - 5 von 5
  • Vorschaubild nicht verfügbar
    Publikation
    Gesundheitsförderliche Handlungsregulation in der neuen Arbeitswelt: Von interessierter Selbstgefährdung zu Selbstsorge und Teamresilienz
    (Springer, 18.10.2023) Krause, Andreas; Baeriswyl-Zurbriggen, Sophie; Baumgartner, Marcel; Dorsemagen, Cosima; Kaufmann, Michaela; Mustafic, Maida; Badura, Bernhard; Ducki, Antje; Baumgardt, Johanna; Meyer, Markus; Schröder, Helmut [in: Fehlzeiten-Report 2023]
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Engagierte Schulleitungen und Stress. Ein empirischer Blick auf Ressourcen und Resilienz
    (Friedrich, 22.08.2023) Arnold, Miriam; Rigotti, Thomas; Nübling, Matthias; Lincke, Hans-Joachim; Baeriswyl-Zurbriggen, Sophie; Krause, Andreas [in: Schule leiten]
    Arbeitsbedingungen von Schulleitungen sind sehr anspruchsvoll – doch auch besonders ressourcenreich. Studien zeigen, dass Ressourcen bei der Arbeit sowie in der Schulleitung dazu beitragen, das Engagement aufrechtzuerhalten. Sie mildern zudem negative Auswirkungen hoher Anforderungen ab.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Work until you drop: effects of work overload, prolonging working hours, and autonomy need satisfaction on exhaustion in teachers
    (Elsevier, 05.08.2022) Sandmeier Rupena, Anita; Baeriswyl-Zurbriggen, Sophie; Krause, Andreas; Muehlhausen, Julia [in: Teaching and Teacher Education]
    Based on a longitudinal survey of K-12 teachers in Switzerland (N = 533), a conditional effects model was used to analyze the relationships between teachers' work overload, prolonging working hours as a coping strategy, autonomy, and exhaustion. The findings showed that the effect of work overload on exhaustion was fully mediated by prolonging working hours. Autonomy moderated the longitudinal effects of work overload on exhaustion. Simple slope analyses demonstrated that autonomy buffered the negative effects of work overload on exhaustion.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Teacher’s emotional exhaustion: self-endangering work behavior as novel concept and explanatory mechanism
    (iMedPub Journals, 26.05.2021) Baeriswyl-Zurbriggen, Sophie; Krause, Andreas; Mustafic, Maida [in: Clinical Psychiatry]
    In a recently published article, Baeriswyl, Bratolic, and Krause (2021) introduced prolonging working hours as a coping behavior used by teachers, and using self- reported questionnaire-based data from 560 teachers in Switzerland, they demonstrated that it is related to emotional exhaustion—the core component of burnout. This Mini Review summarizes the most important findings from this focal article, embeds prolonging working hours into the concept of self-endangering work behavior (SEWB), and introduces the latest deliberations on SEWB. It outlines possibilities of measuring SEWB that may serve as a starting point for targeted activities in workplace health promotion in both schools and other occupational settings.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    How homeroom teachers cope with high demands: Effect of prolonging working hours on emotional exhaustion
    (Elsevier, 01.03.2021) Baeriswyl-Zurbriggen, Sophie; Bratoljic, Chantal; Krause, Andreas [in: Journal of School Psychology]
    This study applied the job demands–resources (JD–R) model to examine antecedents and processes leading to emotional exhaustion in homeroom teachers. We hypothesized that the demands imposed by student misbehavior, conflicts with parents, and workload would relate positively with emotional exhaustion and that prolonging working hours as a coping behavior would mediate these effects. The cross-sectional study involved self-reported questionnaire-based data of 560 homeroom teachers in Switzerland. The results of structural equation modeling (SEM) revealed that workload (β = 0.43), conflicts with parents (β = 0.25), and student misbehavior (β = 0.23) were positively related to emotional exhaustion and that prolonging working hours partially mediated the effect of workload on emotional exhaustion (β = 0.21). Conflicts with parents and student misbehavior only related to emotional exhaustion directly, and not indirectly. We discuss these findings in light of the JD–R model, teacher education, and teachers' health promotion.
    01A - Beitrag in wissenschaftlicher Zeitschrift