How homeroom teachers cope with high demands: Effect of prolonging working hours on emotional exhaustion
No Thumbnail Available
Authors
Author (Corporation)
Publication date
01.03.2021
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Journal of School Psychology
Special issue
DOI of the original publication
Series
Series number
Volume
85
Issue / Number
Pages / Duration
125-139
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
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.
Keywords
Burnout, Coping
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
0022-4405
1873-3506
1873-3506
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Closed
License
Citation
BAERISWYL-ZURBRIGGEN, Sophie, Chantal BRATOLJIC und Andreas KRAUSE, 2021. How homeroom teachers cope with high demands: Effect of prolonging working hours on emotional exhaustion. Journal of School Psychology. 1 März 2021. Bd. 85, S. 125–139. DOI 10.1016/j.jsp.2021.02.002. Verfügbar unter: https://irf.fhnw.ch/handle/11654/32258