Coping with the unexpected: A job demands/resources study exploring Italian teachers’ remote working experience during the COVID‐19 lockdown

Manuti, Amelia; Giancaspro, Maria Luisa; Gemmano, Cataldo Giuliano; Morrelli, Francesca

doi:10.1016/j.tatelp.2022.100010

Cited by 13 publications

(13 citation statements)

References 91 publications

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“…By examining a sample of leaders, we advance the research by investigating the effects of leader personality (CSE) and work characteristics (autonomy) by focusing inwardly, thus, on leader outcomes [41,74,87]. We also add to the growing body of literature examining resources in the context of remote work [7,16,17,17,35].…”

Section: Discussionmentioning

confidence: 99%

“…High CSE are conceptualized as a personal resource [60,[63][64][65]. They reflect a high ability to cope with work adversity or stressors [17]. On the other hand, low CSE represent a lack of personal resources and lowered ability to cope with work adversity or stressors.…”

Section: Core Self-evaluations Health and Work-life Balancementioning

confidence: 99%

“…For individuals with high personal resources, i.e., high CSE, and high job resources, i.e., high autonomy, work location most likely does not matter-research has shown multiple times that individuals with high resources adapt and master most kinds of situations and achieve desirable outcomes [17,61,65,[77][78][79]. Leaders with lower CSE might be susceptible to problems with their self-management and be preoccupied and hesitant, which could negatively affect their work [80].…”

Section: Moderating Effects Of Autonomy and Csementioning

confidence: 99%

“…Motivation, feedback, or tracking task progress may be more challenging from a distance. Nevertheless, working from home may provide specific resources and improve leaders' overall health and thriving [17].…”

Section: Introductionmentioning

confidence: 99%

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Should I Stay or Should I Go (to the Office)?—Effects of Working from Home, Autonomy, and Core Self–Evaluations on Leader Health and Work–Life Balance

Neidlinger

Felfe

Schübbe

2022

IJERPH

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Leaders represent a high-demand group in organizations. The effects of leaders’ personal and workplace resources on their health and work–life balance have often slipped under the radar, as most studies are directed outwardly and focus on follower outcomes. With this study, we closed a gap in the research and investigated the positive effects of remote work, autonomy, and leaders’ core-self evaluations (CSE) on two important leader outcomes: health and work–life balance. We hypothesized that the relationship between remote work and the outcomes would be moderated by leaders’ CSE and their autonomy—in such a way that leaders with lower resources benefit more from remote work and achieve better health and work–life balance the more days they spend working from home. A sample of 367 leaders reported their frequency of working from home, their autonomy, and CSE. Their health and work–life balance were assessed five months later. Results showed a moderating effect of CSE on both outcomes, indicating that leaders with low CSE benefit more in terms of health and work–life balance. There was no moderating effect of autonomy. Leaders with high resources (autonomy and CSE) had overall higher levels of health and work–life balance regardless of work location. Practitioners in organizations should consider working from home as a resource for leaders, particularly if personal resources are lower.

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Section: Discussionmentioning

confidence: 99%

Section: Core Self-evaluations Health and Work-life Balancementioning

confidence: 99%

Section: Moderating Effects Of Autonomy and Csementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Should I Stay or Should I Go (to the Office)?—Effects of Working from Home, Autonomy, and Core Self–Evaluations on Leader Health and Work–Life Balance

Neidlinger

Felfe

Schübbe

2022

IJERPH

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“…For example, a longitudinal qualitative study of teachers in England during the first 8 months of the pandemic found a general decline in their mental health and wellbeing due to increasing job demands and reduced job resources (Kim et al, 2022b). Moreover, a quantitative study of Italian teachers at the same time found that personal resources (i.e., self-efficacy and resilience) mediated the negative effects of job demands on emotional exhaustion, and that job resources contributed to personal resources, which negated the effects of emotional exhaustion (Manuti et al, 2022). Given the continued challenges that the pandemic brought for teachers, perceptions of the job demands, job resources, and personal resources, and their preferences and reflections on these, can be enlightening to understand what teachers value and believe are important in their work and profession.…”

Section: Job Demands and Resourcesmentioning

confidence: 99%

“I had forgotten what it was like to feel like you’re doing a good job”: A longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic

Kim¹,

Bowling²,

Asbury³

2023

Preprint

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Examining the changes in teachers’ experiences of their job resources, job demands, and personal resources can reveal important insights into the profession. Accordingly, semi-structured interviews were conducted with an initial sample of 21 primary and secondary school teachers in England during COVID-19 (February 2021, July 2021, and July 2022). Three themes were identified in a longitudinal thematic analysis; namely: relationships are central to teacher wellbeing and work engagement; teachers’ preference for the physical school over the online/ hybrid school; and reflections on teachers’ increased self-efficacy in using technology and increased resilience to change. Implications for practice and policy are discussed.

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Beyond occupational exhaustion: exploring the influence of positive meaningful work on teachers’ psychoemotional well-being in the digital age

Trillo,

Bretones,

Giuliano

et al. 2024

Humanit Soc Sci Commun

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The teaching profession, intrinsically vocational, bestows upon its practitioners a deep sense of meaning and personal dedication. However, this personal commitment can be affected by the constant evolution of labour demands, exacerbated by the increasing technification of education. Both these needs, at a personal and organisational level, can lead to the development of emotional exhaustion, a psychological state manifesting with increased frequency in the educational sector. In this context, and referencing the job demands-resources model, we propose a model focused on the examination of the role according to the positive meaning in modulating emotional exhaustion. The research was conducted with a sample of 213 secondary school teachers in southern Spain, using a survey methodology. All data were analysed throughout the SPSS and Smart PLS statistical programs. The obtained results indicate that the presence of positive meaningful work has a negative impact on emotional exhaustion, technocomplexity and work-family conflict. Furthermore, the negative effect of positive meaning work on work-family conflict was stronger for teachers with greater experience. This study enhances the understanding of teacher well-being, suggesting the update of theoretical models to reflect current labour complexities, promoting managerial strategies and flexible policies to mitigate emotional exhaustion and foster a healthy working environment.

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Coping with the unexpected: A job demands/resources study exploring Italian teachers’ remote working experience during the COVID‐19 lockdown

Cited by 13 publications

References 91 publications

Should I Stay or Should I Go (to the Office)?—Effects of Working from Home, Autonomy, and Core Self–Evaluations on Leader Health and Work–Life Balance

Should I Stay or Should I Go (to the Office)?—Effects of Working from Home, Autonomy, and Core Self–Evaluations on Leader Health and Work–Life Balance

“I had forgotten what it was like to feel like you’re doing a good job”: A longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic

Beyond occupational exhaustion: exploring the influence of positive meaningful work on teachers’ psychoemotional well-being in the digital age

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