Prediction of burnout and work engagement of teachers based on job demands-resources model

Abstract

The aim of this study was to examine the relationship between elements of the JD-R Model in a sample of teachers from the Republic of Serbia. The sample consisted of 119 teachers who have been working in primary and secondary schools. Work overload was measured by the Workload Scale (Shirom et al., 2010), emotional demands and social support of chiefs were examined by appropriate parts of the Questionnaire on the Experience and Assessment of Work (Van Veldhoven & Meijman, 1994), burnout at work was measured using the Copenhagen Burnout Inventory (CBI), engagement was tested by the UWES - Utrecht Work Engagement Scale (Schaufeli & Bakker, 2004). The results showed statistically significant correlations between work overload, on the one hand, and burnout (r = .570, p <0.01), job engagement (r = -. 291, p <0.01), on the other hand. Correlations were also established between emotional demands, on the one hand, and burnout (r = .513, p <0.01), job engagement (r = -. 185, p <0.05), on the other hand. Statistically significant correlations were found between peer support, on the one hand, and burnout (r = -. 253, p <0.01), job engagement (r = .290, p <0.01) on the other hand. Correlations between support of chiefs, on the one hand, and burnout (r = -. 304, p <0.01), job engagement (r = .156, p <0.05) were also established on the other hand. Statistically significant negative correlations were found between burnout and job engagement (r = -. 598, p <0.01). The results confirmed the assumptions of the JD-R model: 1. an energetic process of wearing out in which high job demands (work overload and emotional demands) exhaust employees' mental and physical resources, therefore, lead to burnout; and 2. a motivational process in which job resources (social support of colleagues and chiefs) foster work engagement.