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首页> 外文期刊>Journal of occupational health psychology >A Longitudinal Study of Teachers' Occupational Well-Being: Applying the Job Demands-Resources Model
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A Longitudinal Study of Teachers' Occupational Well-Being: Applying the Job Demands-Resources Model

机译：教师职业福祉的纵向研究：应用工作需求 - 资源模型

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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 self-efficacy. Additionally, the results showed two moderation effects: Self-efficacy buffered the demands-strain 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.
机译：作业需求 - 资源模型（JD-R型号; Bakker＆Demerouti，2014）在职业研究中成立了很好的成熟，并且拟议的流程已经复制了许多次。因此，JD-R模型提供了一种极好的框架，用于解释开始教师的职业福祉 - 与特别高的菌株相关的职业，因此高磨损率。然而，该模型的假设迄今为止主要经过测试分段，并且很少基于纵向模型。使用一系列纵向自回归SEM模型（n = 1,700），我们在一个模型中同时测试了JD-R模型的所有假设，并在开始教师上专注于应用专注。我们在三次浪潮中评估了开始教师的自我报告：在他们的救生期间的开始和结束（一到半到两年），再次，一年后。结果表明，资源（自我效能）对菌株（情绪疲劳）的需求（课堂紊乱）的参与的显着直接影响，以及对自我效能感的重要反向路径。此外，结果表明了两种适度效应：自效缓冲需求 - 应变关系，而自我效能也预测接合，特别是当干扰高时。因此，课堂管理中的自我效能在教师的应力开发过程中起着重要作用，因为如果是高课堂紊乱，那么不仅缓冲应变增强的效果，而且还提高了接合。承诺是直接通过情感疲惫和参与预测，而是仅通过自我效能（通过订婚）间接地预测。因此，我们为JD-R模型提供了强大的实证支持。

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