Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 670-686 |
| Number of pages | 17 |
| Journal | European Journal of Training and Development |
| Volume | 41 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - 5 Sep 2017 |
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Keywords
- health outcomes
- cognitive occupational outcomes
- demand-induced strain compensation model
- continued education
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How to keep teachers healthy and growing : The influence of job demands and resources. / Evers, Arnoud; Yamkovenko, Bogdan; Van Amersfoort, Daniël.
In: European Journal of Training and Development, Vol. 41, No. 8, 05.09.2017, p. 670-686.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - How to keep teachers healthy and growing
T2 - The influence of job demands and resources
AU - Evers, Arnoud
AU - Yamkovenko, Bogdan
AU - Van Amersfoort, Daniël
N1 - DS_Citation:Evers, A. T., Yamkovenko, B., & Van Amersfoort, D. (2017). How to Keep Teachers Healthy and Growing: The Influence of Job Demands and Resources. European Journal of Training and Development, 41(8), 670-686
PY - 2017/9/5
Y1 - 2017/9/5
N2 - Purpose – Education depends on high-quality teachers who are committed to professional development anddo not get burned out. The purpose of this paper was to investigate how job demands and resources can affectthe health and cognitive development of teachers using the Demand-Induced Strain Compensation model. Design/methodology/approach – A cross-sectional sample of 120 teachers in vocational education wasused to investigate the proposed relationships and hypotheses with Ordinary Least Squares (OLS) regressionmethod. Findings – In terms of teacher health and development, significant main effects were found for severalpredictors. Autonomy was significantly and negatively related to emotional exhaustion. Autonomy, emotionalsupervisor and colleague support were significantly and positively related to teachers’ development. However,little support was found for matching hypotheses, suggesting that matching demands and resources do not offermore explanatory power for occupation outcomes than other types of interaction effects. Research limitations/implications – More powerful analyses techniques like structural equationmodeling could be used in future research with a larger sample size. A second limitation is common methodvariance. Practical implications – Schools in vocational education should provide sufficient job resources, such asautonomy and emotional support, but possibly also put a limit on teacher task variety. Originality/value – Job demands and resources have until now mainly been related to negative outcomessuch as poor health and ill-being, while the relationship with learning has also been hypothesized and istherefore meaningful to examine. In addition, it was investigated whether interaction effects of matchin gdemands and resources, better explain these outcomes.
AB - Purpose – Education depends on high-quality teachers who are committed to professional development anddo not get burned out. The purpose of this paper was to investigate how job demands and resources can affectthe health and cognitive development of teachers using the Demand-Induced Strain Compensation model. Design/methodology/approach – A cross-sectional sample of 120 teachers in vocational education wasused to investigate the proposed relationships and hypotheses with Ordinary Least Squares (OLS) regressionmethod. Findings – In terms of teacher health and development, significant main effects were found for severalpredictors. Autonomy was significantly and negatively related to emotional exhaustion. Autonomy, emotionalsupervisor and colleague support were significantly and positively related to teachers’ development. However,little support was found for matching hypotheses, suggesting that matching demands and resources do not offermore explanatory power for occupation outcomes than other types of interaction effects. Research limitations/implications – More powerful analyses techniques like structural equationmodeling could be used in future research with a larger sample size. A second limitation is common methodvariance. Practical implications – Schools in vocational education should provide sufficient job resources, such asautonomy and emotional support, but possibly also put a limit on teacher task variety. Originality/value – Job demands and resources have until now mainly been related to negative outcomessuch as poor health and ill-being, while the relationship with learning has also been hypothesized and istherefore meaningful to examine. In addition, it was investigated whether interaction effects of matchin gdemands and resources, better explain these outcomes.
KW - health outcomes
KW - cognitive occupational outcomes
KW - demand-induced strain compensation model
KW - continued education
U2 - 10.1108/EJTD-03-2017-0018
DO - 10.1108/EJTD-03-2017-0018
M3 - Article
VL - 41
SP - 670
EP - 686
JO - European Journal of Training and Development
JF - European Journal of Training and Development
SN - 2046-9012
IS - 8
ER -