The influence of existence–relatedness–growth need satisfaction and job burnout of young university teachers: the mediating role of job satisfaction

Abstract

Job burnout among young university teachers is a serious issue that can have negative consequences for their well-being and job performance, as well as students’ learning outcomes. To identify protective factors for job burnout, this study examined the impacts and mechanism of satisfying existence, relatedness, and growth need on job burnout among 968 young university teachers, using the ERG needs theory framework. The results of the regression analysis and mediation analysis showed that ERG needs satisfaction significantly and negatively predicted job burnout, and job satisfaction mediated this relationship. Besides, the total effect of existence need satisfaction on job burnout was significantly smaller than that of relatedness need satisfaction and growth need satisfaction. These findings contribute to our understanding of the antecedents of young university teachers’ job burnout and provide a theoretical basis for practical action to protect them from burnout by enhancing their need satisfaction and job satisfaction.

Transformational Leadership on Teachers' Performance Mediated by Teacher Satisfaction

“…So, they tend to be able to complete tasks effectively. The results of this research are in accordance with the results of previous studies conducted by Baluyos et al (2019), Agarwal (2019), Yuniarti (2022), Van Tran et al (2022, Yang & Ling (2023), which states that teacher satisfaction can foster teacher enthusiasm in completing their tasks appropriately and correctly.…”

“…This condition of harmonious relationships has an impact, whether consciously or unconsciously, on improving teacher performance at work. The results of this research are in accordance with the results of previous studies conducted by Ocampo (2016), Agarwal (2019), Abdulahi (2020), Santoso et al (2020), Yang & Ling (2023); ; Berhanu (2023) stated that teacher satisfaction could foster teacher enthusiasm in completing their tasks appropriately and correctly.…”

“…Teachers are always required to continue practicing to improve their abilities (Yang & Ling, 2023). Teachers should be at their best work performance.…”

“…Apart from that, job satisfaction also includes relationship and interaction needs, teachers' emotional needs, and interpersonal relationship needs with students, colleagues, and supervisors Shikalepo, as cited in (Yang & Ling, 2023). On the other hand, teachers who have a low level of job satisfaction can be seen from high levels of absenteeism, lack of achievement, and low levels of involvement and participation in various activities.…”

Özel Eğitim Öğretmenlerinde Sabır ve İş Doyumu İlişkisi

“…Alan yazındaki araştırmalarda öğretmenlerin iş doyumlarını etkileyen bireysel ve örgütsel birçok faktörden bahsedilmektedir. Bu araştırmalarda iş doyumunun; öz-yeterlik inancı (Liu vd., 2023;Toropova vd., 2021), motivasyon (Arifin, 2015), güçlendirme (Ahrari vd., 2021;Zembylas & Papanastasiou, 2005), iş performansı (Chamundeswari, 2013;Ilyas & Abdullah, 2016;Talabi, 2016;Wolomasi vd., 2019), değerlerle yönetim, örgütsel adalet (Altınkurt & Yılmaz, 2012), örgüt iklimi (Collie vd., 2012;Yasan, 2017), yaşam doyumu (Avşaroğlu vd., 2005), mesleki profesyonellik (Altınkurt & Yılmaz, 2014), liderlik stilleri (Bogler, 2001;Liu vd., 2021), yönetici iletişim becerileri (Çelik & Erdem, 2022), tükenmişlik (Avşaroğlu & Mistan, 2018;Yang & Ling, 2023) ve negatif düşünceler (Artıran vd., 2019) gibi birçok kavramla ilişkisi irdelenmiş olup iş doyumunun hem bireysel hem de örgütsel faktörlerden etkilendiği ifade edilmiş ancak alan yazında öğretmenlerin sabır ve iş doyumu düzeyleri arasındaki ilişkiyi tespit etmeye yönelik herhangi bir araştırmaya rastlanılmamıştır. İş doyumu ile ilişkili olan bireysel ve örgütsel faktörlerle birlikte öğretmenlerin sabır düzeylerinin de iş doyumlarını etkileyebileceği ve öğretmenlerin mesleki süreçte sabırlı olmalarının iş doyumlarına katkı sağlayacağı düşünülmektedir.…”