Dataset Information

A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.

ABSTRACT: Teachers' healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers' experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the school-level to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher school-average teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher- and school level.

SUBMITTER: Collie RJ

PROVIDER: S-EPMC7156640 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.

Collie Rebecca J RJ Malmberg Lars-Erik LE Martin Andrew J AJ Sammons Pamela P Morin Alexandre J S AJS

Frontiers in psychology 20200408

Teachers' healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers' experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Usi ...[more]

PMID: 32322226

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Project description:Testing assumptions proposed by Frenzel’s reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers’ appraisals concerning the attainment and importance of their teaching goals, and their emotions. Specifically, we addressed teachers’ goals of high student performance, motivation, discipline, and high-quality teacher–student relationship and three key discrete emotions, namely, enjoyment, anger, and anxiety, during teaching. We had 244 secondary school teachers (70.1% female) self-report their goal attainment and importance appraisals and emotional experiences with respect to up to three different classes they currently taught. Results from single- and two-level multivariate multiple regression analyses largely supported the relevance of the goal attainment appraisals for teachers’ emotions both on the between-person and the within-person level. Goal importance appraisals proved to be of secondary relevance. On the between-person level, those teachers who positively appraised the attainment of motivation, discipline, and teacher–student relationship quality proved to report more enjoyment and less anxiety and anger. On the within-person level, teachers reported enjoying teaching those classes more, which they perceived as better performing, more motivated and disciplined, and with whom they had a better relationship. Anger and anxiety were negatively linked to appraisals pertaining to the attainment of discipline and teacher–student relationship quality. Across both analysis perspectives, teacher–student relationship quality attainment showed particularly strong links with all three emotions. Because teachers’ subjective evaluations regarding student behaviors were shown to be highly relevant for their emotions, we conclude that teachers could be supported in modifying their emotional experiences through cognitive reappraisal. Interventions targeting teachers’ relationships with students, and their cognitive judgments thereof, seem particularly promising.

Project description:IntroductionThe aging of workers generally implies an increased number of workers with health problems or psychological diseases because of the growing distance between personal resources and job demands; the first may decrease, while the second are stable. In the preschool setting, the demands remain constant because children are always aged 0-3 years, while the preschool teacher's personal resources decrease with age. It is, therefore, necessary to propose multilevel interventions aimed at supporting work sustainability and workers' resources.MethodThis study involved twenty-seven preschools (324 teachers with an average age of 48.7 years): the control group included seventeen schools (190 teachers with an average age of 48.5 years), five schools were assigned to experimental group one (69 teachers with an average age of 48.8), and five schools were assigned to experimental group two (65 teachers with an average age of 49.1). In this context, we proposed two protocols of multilevel intervention comprising three solutions; two of these were common to both experimental groups: psychological counseling and psychosocial intervention. The third solution differed between groups: environmental redefinition (for group one); gymnastic and vocal hygiene (for group two). We hypothesized that the interventions improve teachers' work abilities, increase well-being, and decrease stress and burnout. Furthermore we hypothesized that there would be an improvement in the organizational climate of trust and in social job resources.ResultsData analysis showed that the interventions were effective. In particular, the experimental groups reported significant decreases in psychological exhaustion (EG2: ß = -1.48; p = .00), indolence (EG1: ß = -1.36; p = .00), and stress (EG2: ß = -0.94; p = .00). Furthermore, the experimental groups significantly increased their enthusiasm towards work (EG2: ß = 1.21; p = .01), vertical trust (EG1: ß = 0.54; p = .01), and the perception of coworker social support (EG2: ß = 0.54; p = .01). The protocol that involved the GC2 was particularly effective.ConclusionsThese results demonstrate the effectiveness of the intervention in a particular job setting (preschool classroom), emphasizing the need for implementing solutions aimed at supporting workers' well-being, especially in light of an aging workforce.

Dataset Information

A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.

Publications

A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.

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