Presenteeism of class teachers: Well-being as a critical psychological state in the mediation of job characteristics

Abstract

Purpose: Test job fulfillment as a mediator of the relationship between work design and presenteeism in teachers. Originality/value: Presenteeism is one of the reasons for teachers to underperform in the classroom. Many models explain organizational results, among which the Job Characteristics Model. That model, however, has not yet been tested with presenteeism, and, as it proposes, it will be predicted by work design mediated by positive work-related attitudes (i.e., eudaimonic well-being). Design/methodology/approach: A total of 2,282 public school teachers participated in the study, of which 71.1% were women. They completed the scale of job fulfillment, the Stanford Presenteeism Scale, and the full work design taxonomy in the Brazilian version. Direct and mediated relationships were tested, and the Job Characteristics Model was partially confirmed. Findings: For not completing work, mediation is confirmed only to the task identity subcategory of work design. Here, direct relationships with scheduling autonomy and social support were observed. For avoiding distraction, mediation occurred only for social support, and comfort at work. The subcategories decision-making autonomy, physical demands, and job complexity are directly related. We discuss the mediating role of critical psychological states and other positive triggers that could mediate the relationship between work design and organizational outcomes, such as emotions.