Teacher retention through the job demands-resources theory
DOI:
https://doi.org/10.5944/educxx1.31901Keywords:
emotional intelligence, engagement, work attitudes, teachers, structural equation modelAgencies:
Proyecto I D i en el marco del Programa Operativo FEDER Andalucía 2014-2020 (UMA18-FEDERJA-147), Proyecto I D i en el marco de los programas estatales de generación del conocimiento del Ministerio de Ciencia e Innovación (PID2020-117006RB-I00), Universidad de Málaga (grupo PAIDI CTS-1048), Universidad de Málaga (S.M.-L.)Abstract
According to the Job Demands-Resources theory, there are diverse psychosocial factors at work (job demands and job resources) that impact on levels of teachers’ work engagement and their job attitudes. Moreover, emotional intelligence is considered as a relevant personal resource with positive effects on teachers’ occupational health. However, to date no integrative studies have been conducted to test simultaneous relationships among these contextual and personal factors and their associations with work engagement and job attitudes among teachers. Therefore, the main goal of this work was to analyze the relationships among antecedents (job demands and job resources) and consequents (job attitudes) of teachers’ work engagement, as well as to test the potential moderating effect of emotional intelligence. The research design is cross-sectional and a structural equation modelling analysis was conducted with a sample of 734 teaching professionals (63.8% women; Mage = 44.38; SD = 9.11) from different teaching levels. Well-validated scales were used to measure the main study variables: aggression against teachers, organizational social support, emotional intelligence, engagement, job satisfaction, and intention to leave. The results have shown direct and interactive associations among emotional intelligence and antecedents and consequences of engagement. These findings point to the development of integrative theoretical models considering the role of teachers’ emotional resources along with other personal and contextual factors. Finally, this research may contribute to the design of programs for developing emotional competencies targeting the improvement of teacher well-being and performance.
Downloads
References
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., Demerouti, E., & Lieke, L. (2012). Work engagement, performance, and active learning: The role of conscientiousness. Journal of Vocational Behavior, 80(2), 555-564. https://doi.org/10.1016/j.jvb.2011.08.008
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34, 259-300. https://doi.org/10.1007/s10648-021-09614-9
Bass, B. I., Cigularov, K. P., Chen, P. Y., Henry, K. L., Tomazic, R. G., & Li, Y. (2016). The effects of student violence against school employees on employee burnout and work engagement: The roles of perceived school unsafety and transformational leadership. International Journal of Stress Management, 23(3), 318–336. https://doi.org/10.1037/str0000011
Côté, S. (2014). Emotional intelligence in organizations. Annual Review of Organizational Psychology and Organizational Behavior, 1, 459–488. https://doi.org/10.1146/annurev-orgpsych-031413-091233
Curran, F. C., Viano, S. L., & Fisher, B. W. (2019). Teacher victimization, turnover, and contextual factors promoting resilience. Journal of School Violence, 18(1), 21–38. https://doi.org/10.1080/15388220.2017.1368394
Dawson, J. F. (2014). Moderation in management research: What, why, when, and how. Journal of Business and Psychology, 29, 1-19. https://doi.org/10.1007/s10869-013-9308-7
De Clercq, D., Bouckenooghe, D., Raja, U., & Matsyborska, G. (2014). Unpacking the goal congruence–organizational deviance relationship: The roles of work engagement and emotional intelligence. Journal of Business Ethics, 124(4), 695-711. https://doi.org/10.1007/s10551-013-1902-0
DeAngelis, K. J., & Presley, J. B. (2011). Toward a more nuanced understanding of new teacher attrition. Education and Urban Society, 43(5), 598–626. https://doi.org/10.1177/0013124510380724
Dzuka, J., & Dalbert, C. (2007). Student violence against teachers: Teachers’ well-being and the belief in a just world. European Psychologist, 12, 253–260. https://doi.org/10.1027/1016-9040.12.4.253
Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019a). La importancia de la inteligencia emocional del profesorado en la misión educativa: impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento. Voces de La Educación, 4(9), 74–97. https://bit.ly/3D5w3a7
Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., Quintana-Orts, C., & Rey, L. (2018, 1-3 marzo). ¿Eres feliz en tu trabajo? Propiedades psicométricas de la adaptación al castellano del Brief Job Satisfaction Measure [póster científico]. II Congreso Internacional de Psicología del Trabajo y Recursos Humanos, Valencia. http://dx.doi.org/10.13140/RG.2.2.35186.61123
Extremera, N., Rey, L., & Sánchez-Álvarez, N. (2019b). Validation of the Spanish version of Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema, 31(1), 94–100. https://doi.org/10.7334/psicothema2018.147
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Gold, M. S., & Bentler, P. M. (2000). Treatments of missing data: A monte carlo comparison of RBHDI, iterative stochastic regression imputation, and expectation-maximization. Structural Equation Modeling: A Multidisciplinary Journal, 7(3), 319–355. https://doi.org/10.1207/S15328007SEM0703_1
Granziera, H., Collie, R., & Martin, A. (2021). Understanding teacher well-being through job demands-resources theory. En C. F. Mansfield (Coord.), Cultivating teacher resilience. International approaches, applications and impact (pp. 229–244). Springer.
Hackett, R. D., Lapierre, L. M., & Hausdorf, P. A. (2001). Understanding the links between work commitment constructs. Journal of Vocational Behavior, 58(3), 392–413. https://doi.org/10.1006/jvbe.2000.1776
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: The role of core-self evaluations. Journal of Applied Psychology, 83(1), 17-34. https://psycnet.apa.org/doi/10.1037/0021-9010.83.1.17
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford.
Mérida-López, S., & Extremera, N. (2022). Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress, & Coping, 35(3), 365–378. https://doi.org/10.1080/10615806.2021.1948020
Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141–151. https://doi.org/10.5093/pi2020a10
Moncada, S., Utzet, M., Molinero, E., Llorens, C., Moreno, N., Galtés, A., & Navarro, A. (2014). The Copenhagen Psychosocial Questionnaire II (COPSOQ II) in Spain: A tool for psychosocial risk assessment at the workplace. American Journal of Industrial Medicine, 57(1), 97–107. https://doi.org/10.1002/ajim.22238
Oliveira, S., Roberto, M. S., Pereira, N. S., Marques-Pinto, A., & Veiga-Simão, A. M. (2021). Impacts of social and emotional learning interventions for teachers on teachers’ outcomes: A systematic review with meta-analysis. Frontiers in Psychology, 12, 2543. https://doi.org/10.3389/fpsyg.2021.677217
Pejtersen, J. H., Kristensen, T. S., Borg, V., & Bjorner, J. B. (2010). The second version of the Copenhagen Psychosocial Questionnaire. Scandinavian Journal of Public Health, 38(3), 8–24. https://doi.org/10.1177/1403494809349858
Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11. https://doi.org/10.1016/j.tate.2017.03.016
Salanova, M., Schaufeli, W. B., Llorens, S., Peiró, J. M., & Grau, R. (2000). Desde el “burnout” al “engagement”: ¿una nueva perspectiva? Revista de Psicología del Trabajo y de Las Organizaciones, 16(2), 117–134.
Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514. https://doi.org/10.1007/BF02296192
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of burnout and engagement: A confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
Suárez Martel, M. J., & Martín Santana, J. D. (2019). Influence of socio-demographic profile of teachers on their levels of emotional intelligence and burnout. Educacion XX1, 22(2), 93–118. https://doi.org/10.5944/educxx1.22514
Sweetman, D., & Luthans, F. (2010). The power of positive psychology: Psychological capital and work engagement. En A. B. Bakker y M. P. Leiter (Coords.), Work engagement: A handbook of essential theory and research (pp. 54-68). Psychology Press.
Taris, T. W., Leisink, P. L. M., & Schaufeli, W. B. (2017). Applying occupational health theories to educator stress: Contribution of the Job Demands-Resources model. En T. M. McIntyre, S. E. McIntyre, y D. J. Francis (Coords.), Educator stress: An occupational health perspective (pp. 237–259). Springer International Publishing.
Wheeler, A. R., Shanine, K. K., Leon, M. R., & Whitman, M. V. (2014). Student-recruited samples in organizational research: A review, analysis, and guidelines for future research. Journal of Occupational and Organizational Psychology, 87(1), 1–26. https://doi.org/10.1111/joop.12042
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243- 274. https://doi.org/10.1016/S1048-9843(02)00099-1
Xanthopoulou, D., Bakker, A. B., & Fischbach, A. (2013). Work engagement among employees facing emotional demands: The role of personal resources. Journal of Personnel Psychology, 12(2), 74–84. https://doi.org/10.1027/1866-5888/a000085
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
