How to keep teachers healthy and growing: The influence of job demands and resources

Arnoud Evers, Bogdan Yamkovenko, Daniël Van Amersfoort

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)670-686
Number of pages17
JournalEuropean Journal of Training and Development
Volume41
Issue number8
DOIs
Publication statusPublished - 5 Sep 2017

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Job demands
Job resources
Health
Autonomy
Resources
Interaction effects
Vocational education
Education
Ordinary least squares
Teacher quality
Sample size
Design methodology
Emotion
Professional development
Emotional exhaustion
Cognitive development

Keywords

  • health outcomes
  • cognitive occupational outcomes
  • demand-induced strain compensation model
  • continued education

Cite this

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title = "How to keep teachers healthy and growing: The influence of job demands and resources",
abstract = "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.",
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author = "Arnoud Evers and Bogdan Yamkovenko and {Van Amersfoort}, Dani{\"e}l",
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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 journalArticleAcademicpeer-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.

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