Self-endangering work behaviour in teachers

Abstract

Purpose: Over the last decades, teachers have found themselves facing increased demands, which call for accelerated effort and new ways of coping. The present study examines three facets of self-endangering work behavior (SEWB) (sickness presenteeism, extension of working hours and intensification of working hours) as mediators between working conditions (workload and supervisor support) and emotional exhaustion. Methods: Hypotheses were tested with structural equation modeling in the context of a cross-sectional survey analysis based on a representative sample of 570 Swiss teachers. Results: Workload and supervisor support were associated with SEWB. SEWB, in turn, was associated with higher emotional exhaustion. Sickness presenteeism and the intensification of working hours fully mediated the effect of supervisor support on emotional exhaustion and partially mediated the effect of workload on emotional exhaustion. The extension of working hours partially mediated the effect of workload on emotional exhaustion. Research Implications: Results support the view of SEWB as mediating variable in the relationship between working conditions and emotional exhaustion. The integration of SEWB into the stressor-strain-chain may enable a deepened understanding of the proposed mechanism and therefore a deepened understanding of the emergence of emotional exhaustion in the teaching profession. Originality/Value: So far, sickness presenteeism, the extension and the intensification of working hours have been investigated independently as part of numerous research activities. In the present study they are seen as facets of SEWB and consistently conceptualized as coping behavior. Limitations: Because of the cross-sectional study design, no conclusive statements can be made about causality.