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Publication
Relational job characteristics and well-being of Brazilian K-12 teachers
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Advisor(s)
Abstract(s)
A teacher’s relationship with students can be a source of more than stress. The
attributes of relational jobs either promote positive (e.g., work engagement) or
inhibit negative (e.g., exhaustion) psychological states that constitute potential predictors of teachers’ general well-being (e.g., health perception). The present study
tests hypotheses regarding the relationships between the psychological efects of
relational job characteristics and teachers’ work-related and context-free well-being
indicators. Preschool, primary, and secondary Brazilian school teachers (n=2205)
responded to a cross-sectional survey. Data were analyzed by multiple mediator
structural equation modeling. The psychological efects of relational job characteristics predicted exhaustion, engagement, and health perception. Findings support indirect efects on health perception of exhaustion and engagement. Data were
interpreted according to the job demands-resources model, where the relational job
characteristics constitute essential resources that foster work engagement, diminish
burnout, and indirectly afect more generalized well-being states such as general
health. Possible explanations for the relationships are discussed.
Description
Keywords
Relational job characteristics Well-being Teachers Exhaustion Work engagemen
Citation
Klein, N., Costa, C., Pereira, C. R., Chambel, M. J., & Marôco, J. P. (2023). Relational Job Characteristics and Well-Being of Brazilian K-12 Teachers. Trends in Psychology. https://doi.org/10.1007/s43076-023-00335-2
Publisher
Springer Science and Business Media Deutschland GmbH