TY - JOUR

T1 - A longitudinal study of teachers' occupational well-being

T2 - Applying the job demands-resources model

AU - Dicke, Theresa

AU - Stebner, Ferdinand

AU - Linninger, Christina

AU - Kunter, Mareike

AU - Leutner, Detlev

PY - 2018/4

Y1 - 2018/4

N2 - The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, the JD-R model provides an excellent framework for explaining the occupational well-being of beginning teachers-an occupation associated with particularly high levels of strain and consequently, high attrition rates. However, the model's assumptions have to date mostly been tested piecewise, and seldom on the basis of longitudinal models. With a series of longitudinal autoregressive SEM models (N = 1,700) we tested all assumptions of the JD-R model simultaneously in one model with an applied focus on beginning teachers. We assessed self-reports of beginning teachers at three time waves: at the beginning and end (one and a half to two years later) of their preservice period, and again, one year later. Results revealed significant direct effects of resources (self-efficacy) on engagement, of demands (classroom disturbances) on strain (emotional exhaustion), and a significant reverse path of engagement on selfefficacy. Additionally, the results showed two moderation effects: Self-efficacy buffered the demandsstrain relationship, while self-efficacy also predicted engagement, especially when disturbances were high. Thus, self-efficacy in classroom management plays an important role in the teachers' stress development process, as it will, in case of high classroom disturbances, not only buffer the strain-enhancing effects, but also boost engagement. Commitment was predicted directly by emotional exhaustion and engagement, but indirectly only by self-efficacy (via engagement). Thus, we provide strong empirical support for the JD-R model.

AB - The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, the JD-R model provides an excellent framework for explaining the occupational well-being of beginning teachers-an occupation associated with particularly high levels of strain and consequently, high attrition rates. However, the model's assumptions have to date mostly been tested piecewise, and seldom on the basis of longitudinal models. With a series of longitudinal autoregressive SEM models (N = 1,700) we tested all assumptions of the JD-R model simultaneously in one model with an applied focus on beginning teachers. We assessed self-reports of beginning teachers at three time waves: at the beginning and end (one and a half to two years later) of their preservice period, and again, one year later. Results revealed significant direct effects of resources (self-efficacy) on engagement, of demands (classroom disturbances) on strain (emotional exhaustion), and a significant reverse path of engagement on selfefficacy. Additionally, the results showed two moderation effects: Self-efficacy buffered the demandsstrain relationship, while self-efficacy also predicted engagement, especially when disturbances were high. Thus, self-efficacy in classroom management plays an important role in the teachers' stress development process, as it will, in case of high classroom disturbances, not only buffer the strain-enhancing effects, but also boost engagement. Commitment was predicted directly by emotional exhaustion and engagement, but indirectly only by self-efficacy (via engagement). Thus, we provide strong empirical support for the JD-R model.

KW - Beginning teachers

KW - Job demands-resources model

KW - Longitudinal

KW - Occupational well-being

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85011321013&partnerID=8YFLogxK

U2 - 10.1037/ocp0000070

DO - 10.1037/ocp0000070

M3 - Journal articles

C2 - 28150993

AN - SCOPUS:85011321013

VL - 23

SP - 262

EP - 277

JO - Journal of Occupational Health Psychology

JF - Journal of Occupational Health Psychology

SN - 1076-8998

IS - 2

ER -