Association between workaholism, vital exhaustion, and hair cortisol concentrations among teachers: A longitudinal study testing the moderation effect of neuroticism

Abstract

IntroductionWorkaholism in teachers is characterized by the willingness to work until exhausted and may be associated with various adverse health outcomes as well as high economic costs. The present study examines the association between workaholism, vital exhaustion (VE), and hair cortisol concentration (HCC) as indicators of chronic stress. In addition, this study explores the moderating role of the personality trait neuroticism on the relationship between workaholism and chronic stress indicators, i.e., VE and HCC.MethodsForty-two Swiss teachers (28 females; Mage = 39.66, SD = 11.99) completed questionnaires assessing VE (Maastricht Vital Exhaustion Questionnaire), workaholism (Measure of Coping Capacity Questionnaire), and neuroticism (Big-Five Inventory). Together with VE, HCC was assessed twice, with a one year lag.ResultsBoth workaholism and neuroticism were positively associated with VE at both time points but not with HCC. Moderation analyses revealed a positive relationship between workaholism and VE in teachers with high neuroticism, while no such association was observed in teachers with low neuroticism. No associations were found between self-reports and HCC.DiscussionThese findings emphasize the importance of considering individual characteristics when investigating VE. Further research is necessary to investigate the applicability of HCC as a biomarker of chronic stress in the context of work.

The diurnal course of salivary cortisol and alpha-amylase on workdays and leisure days in teachers and the role of social isolation and neuroticism

“…The present study is part of a larger, longitudinal study examining psychobiological stress in teachers [ 45 ]. All teachers were screened in a short interview to ensure inclusion and exclusion criteria were met.…”

Relações Dos Recursos Pessoais No Bem-Estar No Trabalho Em Professores Brasileiros Durante a Pandemia De Covid-19

“…Estudos como os de Kim & Lee (2021), destacam que a transição para o ensino remoto, especialmente durante a pandemia de Covid-19, intensificou os desafios enfrentados pelos educadores, o que poderia contribuir para um aumento na adição ao trabalho. A adaptação a novas tecnologias e metodologias de ensino, juntamente com a necessidade de equilibrar as demandas profissionais e pessoais em um ambiente remoto, pode gerar uma maior propensão à adição ao trabalho (Wettstein et al, 2022) uma vez que quando as exigências laborais excedem os recursos laborais e estão presentes certas predisposições individuais, pode ocorrer uma necessidade obsessiva de trabalhar, nomeadamente adição ao trabalho (Rabenu et al, 2021;Schaufeli, 2016).…”