Inequity, burnout and psychological withdrawal among teachers: a dynamic exchange model

Abstract

This study examined the relations among inequity, psychological wellbeing and organizational commitment among a longitudinal sample of 920 Dutch teachers. Equity theory provided hypotheses on the mutual effects of inequity experienced in interpersonal and organizational exchange relationships on the one hand, and strain and psychological withdrawal on the other. Further, we expected that distincing oneself from an inequitable exchange relationship would lead to a more equitable balance between investments in and benefits gained from the corresponding exchange relationships. Covariance structure modelling supported the distinction among three types of exchange relationships, as well as the distinction between different sets of outcome variables associated with these relationships. Inequity was related to the expected negative work outcomes within but not across time points. Withdrawal from an inequitable relationship seemed to increase, rather than to decrease the inequity of particular exchange relationships.

Keywords:

• Equity theory
• Social exchange theory
• Burnout
• Commitment
• Teachers
• Coping

Acknowledgments

This study was partly supported by Grant 580-02.207 from the Dutch Organization for Scientific Research as part of^-the research programme “Fatigue at work”. We thank Denise Caljé and Michiel Kompier for their help in preparing this paper.