Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Fiorilli, Caterina; Schneider, Barry H.; Buonomo, Ilaria; Romano, Luciano

doi:10.1002/pits.22235

Cited by 36 publications

(42 citation statements)

References 50 publications

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“…On the other hand, external support has positive effects on job satisfaction and performance (Halbesleben, 2006;Skaalvik and Skaalvik, 2009;Carlson et al, 2014;McNall et al, 2015). Such findings come from a variety of cultural settings including Spain, Turkey, Korea, Jordan, Israel, Italy, and Palestine (Aycan and Eskin, 2005;Veronese et al, 2018;Fiorilli et al, 2019).…”

Section: Introductionmentioning

confidence: 97%

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

et al. 2019

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The current study investigates the relations among teachers' trait emotional intelligence, internal and external social support, and their levels of burnout. We hypothesized that both emotional intelligence and teachers' perceived social support were associated with low level of teachers' burnout. We further expected that internal and external support mediated the relationship between trait emotional intelligence and burnout scores. Participants were 318 in-service Italian teachers. The structural equation modeling analysis supports the idea that teachers' trait emotional intelligence is strongly and directly associated with their burnout. Furthermore, internal social support (from the teachers' workplace relationships) was more effective on burnout than support forthcoming from their external context. On the contrary, the mediation hypothesis was partially supported by the empirical data. These findings shed light on the relationship between teachers' emotional competence and their burnout experience at school.

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Section: Introductionmentioning

confidence: 97%

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

et al. 2019

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“…[1]. Current psychological literature widely addresses the role of teachers' personal resources [2][3][4][5][6][7], relationships with students [8,9], and individual professional resources [10,11] in managing the mentioned challenges. Despite the meaningful role of the teacher's individual contributions to these issues, collaborative practices and strategies seem to better fit such needs [12,13].…”

Section: Introductionmentioning

confidence: 99%

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Buonomo

Fiorilli

Benevene

2020

IJERPH

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Purpose: The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach: The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings: Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications: Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value: The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

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“…Furthermore, no distinctions were made among the several types of work activity. This could be an important challenge for future research, in the light of a growing literature that highlights how the type of profession or organization can differently impact workers' well-being, their job satisfaction, and the consequent ability to adapt to changes: see, for example, the high risk of burnout for health care professions [101] or for educational contexts, where several studies have shown the central role of different forms of social and familiar support to combat the phenomenon [102][103][104]. Besides, according to this vision, it may also be useful to consider the world of non-profit organizations, subject to continuous forced changes to follow the constant public sector reform movement and in which innovation could be facilitated by an effective strategic management of the intellectual capital [105].…”

Section: Discussionmentioning

confidence: 99%

Predisposition to Change Is Linked to Job Satisfaction: Assessing the Mediation Roles of Workplace Relation Civility and Insight

Gori

Topino

2020

IJERPH

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The globalization processes typical of liquid modern society require organizations to have high levels of flexibility, dynamism, and rapidity of change, testing the adaptability of workers with possible repercussions on well-being and productivity. Therefore, this study aimed to investigate the role of several psychological factors in favoring job satisfaction in a group of organizational workers (mean age = 46.24; SD = 9.99; 40.9% males and 59.1% females). Firstly, the impact of predisposition to change on job satisfaction through workplace relational civility (others with me) or insight orientation as independent mediating variables was analyzed. After that, this relationship was also studied by testing the effect that the simultaneous interaction of both mediators could have. Results show that workplace relational civility (others with me) significantly mediated the relationship between predisposition to change and job satisfaction, while no significance was found in the effect of insight when considered individually. However, the latter acquires greater relevance if placed in interaction with the other mediator, that is found to be the most proximal factor linking job satisfaction to the other more distal variables. Such findings might have a relevant role in strengthening preventive intervening, favoring positive results for greater well-being of both subjects and organizations.

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Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Cited by 36 publications

References 50 publications

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Predisposition to Change Is Linked to Job Satisfaction: Assessing the Mediation Roles of Workplace Relation Civility and Insight

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