The impact of work-life balance and work overload on teacher’s organizational commitment: do Job Engagement and Perceived Organizational support matter

Abdulaziz, Alanood; Bashir, Makhmoor; Alfalih, Abdulaziz Abdulmohsen

doi:10.1007/s10639-022-11013-8

Cited by 28 publications

(32 citation statements)

References 67 publications

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“…If one faces negative work situations, i.e. work overload, they are likely to spill over their career (Abdulaziz et al, 2022;Burke et al, 2015). Thus, the faculty members that have to deal with work overload have undermined their capability to be career resilient.…”

Section: Work Overload and Career Resiliencementioning

confidence: 99%

“…The overload and career outcomes research is in the phase of infancy and much focus is needed to examine the intervening mechanisms (Abdulaziz et al, 2022;Kacmar et al, 2020;Poulose and Dhal, 2020). It is important to know how employees' career outcomes are shaped in response to their work conditions based on the interplay of personal resources (Bardoel and Drago, 2021;De Clercq and Belausteguigoitia, 2019).…”

Section: Work Overload and Career Resiliencementioning

confidence: 99%

“…The overload and career outcomes research is in the phase of infancy and much focus is needed to examine the intervening mechanisms (Abdulaziz et al. , 2022; Kacmar et al.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

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Keeping up with this workload is difficult: the ramifications of work overload on career resilience

Fatima

Bilal²,

Waqas³

et al. 2022

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PurposeA paradigm shift toward a corporate model of higher educational settings has led to complex and excess work demands, yet the potential long-run ramifications of work overload are still under-examined. Building the arguments on the “spiral of resource loss” corollary of the conservation of resources (COR) theory, the authors have bridged this gap by testing how work overload spills over into career resilience via reduced harmonious passion. In addition, the authors compare how the employees having standardized workloads differ in their harmonious passion and career resilience from those having excessive (non-standardized) workloads.Design/methodology/approachThrough a longitudinal natural field experiment of 402 faculty members [N = 198 in the standardized group (optimal load) and N = 204 in the non-standardized group (overload)] working in higher educational institutions of Pakistan, data were collected in three waves (each six months apart). The group comparison, trend analysis and longitudinal mediation analysis done through SPSS and MPlus affirmed the hypothesized associations.FindingsThe results have shown that work overload impacts career resilience through the mediating role of harmonious passion. The faculty members in the standardized workload had more passion and career resilience as compared to the non-standardized workload group. In addition, these impacts intensified overtime for the overloaded faculty members while faculty members with optimal workload sustained their passion and resilience for the teaching profession.Originality/valueTaking the COR perspective, this study sheds light on how faculty members' work overloads reduce their capability to retain their passion and resilience for teaching from a longitudinal and experimental perspective.

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Section: Work Overload and Career Resiliencementioning

confidence: 99%

Section: Work Overload and Career Resiliencementioning

confidence: 99%

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Keeping up with this workload is difficult: the ramifications of work overload on career resilience

Fatima

Bilal²,

Waqas³

et al. 2022

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“…The equilibrium of personal, professional, and family life is known as work-life balance, which enhances organizational dedication. Abdulaziz, Bashir, and Alfalih (2022) studied how work-life balance and workload impacted teachers' organizational commitment. According to the findings, work overload negatively impacts authoritative responsibility, while balancing serious and pleasant activities influences hierarchical responsibility.…”

Section: Introductionmentioning

confidence: 99%

Job Satisfaction, Organizational Culture and Work-Life Balance: Structural Equation Model of Organizational Commitment Among Public School Teachers

Quines,

Arendain

2023

EJES

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The desire of teachers to support students and assume responsibility for their education is embraced by the concept of teacher’s organizational commitment. The idea of teachers' organizational commitment embraces teachers' desire to assist students and take ownership of their education. To determine how happy they were with their positions, how they felt about the business culture, how balanced work and family life were, and how devoted they were to the organization, this study looked at 420 public school teachers in the Davao Region. Furthermore, it analyzed the associations between the factors. A structure-equation model was used to determine work-life balance, job satisfaction, and organizational culture that matched teachers' organizational commitment. The discoveries uncovered high degrees of hierarchical commitment, the balance between serious and fun activities, authoritative culture, and occupation fulfillment. Important relationships were between work-life balance, organizational commitment, and job satisfaction. Organizational culture and organizational commitment were also important relationships. Lastly, there was a good fit for the teachers' organizational commitment regarding work-life balance, organizational support, and professional pride. These factors included organizational culture, employee management, and strategic emphasis. Therefore, job satisfaction, organizational commitment and work life balance were strong predictors of organizational commitment. In order to prevent teacher turnover in this profession, it was advised that schools always support teachers' ongoing professional development, which can be done through seminars and training. Article visualizations:<img src="/-counters-/soc/0015/a.php" alt="Hit counter" />

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“…Some scholars have vindicated that employees’ perceptions of organizational support positively predict their levels of job satisfaction [ 33 , 34 , 35 ]. Moreover, in line with the job demands–resources (JDR) model [ 36 ], when employees perceive sufficient job resources (e.g., organizational support), they are inclined to work enthusiastically and with dedication (e.g., work engagement), and are more likely to be satisfied with their work [ 37 , 38 , 39 ]. Additionally, extant studies have shown that work engagement functions as a mediator in the association between organizational support and job satisfaction [ 40 , 41 , 42 ].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Wei

Zhou

Zheng

et al. 2022

IJERPH

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Background: Job burnout has become a widespread phenomenon in school settings. However, little is known about the mental health condition of the growing cohort of generalist teachers in rural primary schools. Drawing on the job demands–resource model and social exchange theory, this study examines the correlation between job burnout and job satisfaction through perceived organizational support and work engagement. Methods: We recruited 639 Chinese generalist teachers in rural primary schools as the study subjects and developed a serial mediation model to assess the hypothesized construct. The data acquired online via Wenjuanxing Software were confirmed as valid and analyzed with SPSS and SmartPLS. Results: The participants scored above the median in perceived organizational support, work engagement, and job satisfaction, and had scores close to the median for job burnout. Statistically significant differences among the investigated variables were found in gender, age, experience, and degree. Job burnout was negatively predictive of perceived organizational support, work engagement, and job satisfaction (each p = 0.000). Perceived organizational support mediated the association between job burnout and work engagement (p = 0.000) and the connection between job burnout and job satisfaction (p = 0.000), while work engagement mediated the association between job burnout and job satisfaction (p = 0.000) and the association between perceived organizational support and job satisfaction (p = 0.000). Conclusions: Perceived organizational support and work engagement as two sequential mediators buffered the detrimental impact of job burnout on job satisfaction among Chinese generalist teachers in rural primary schools. Targeted strategies should be implemented to diminish generalist teachers’ feelings of burnout, being unsupported by organizations, disengagement at work, and dissatisfaction with the job.

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The impact of work-life balance and work overload on teacher’s organizational commitment: do Job Engagement and Perceived Organizational support matter

Cited by 28 publications

References 67 publications

Keeping up with this workload is difficult: the ramifications of work overload on career resilience

Keeping up with this workload is difficult: the ramifications of work overload on career resilience

Job Satisfaction, Organizational Culture and Work-Life Balance: Structural Equation Model of Organizational Commitment Among Public School Teachers

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

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