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ABSTRACT
This cross-sectional study sought to investigate teachers’ experiences of work intensification and wellbeing. Using the Job Demands-Resources model as a framework, this study investigated the relationship between work intensification, satisfaction with workload, perceived organisational support, and burnout. An Australian sample of 215 high school teachers completed a confidential and anonymous online survey battery. Multiple regression analyses indicated that non-teaching-related workload was a stronger predictor of burnout than teaching-related-workload. In addition, the results indicated that perceived organisational support moderated the relationship between work intensification and the emotional exhaustion component of burnout. These findings have important implications for teacher wellbeing and highlight the importance of organisational support for staff.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
David F. Lawrence
David F. Lawrence is a former high school English and Psychology teacher, and current school counsellor with the Department of Education NSW, Australia. His interests include the promotion and maintenance of student and teacher wellbeing.
Natasha M. Loi
Natasha M. Loi, PhD, is a Lecturer in Psychology at the University of New England, Australia. Her research interests include workplace behaviour, psychological wellbeing, health, emotional intelligence, self-efficacy, and social support. She is particularly interested in examining the effects of negative workplace behaviour on organisational outcomes as well as investigating mechanisms to promote wellbeing in general.
Boyd W. Gudex
Boyd W. Gudex, PhD, is a Technical Officer at the University of New England, Australia. He is active in the field of Agricultural Extension where his primary role is to educate farmers to best use advanced technologies to improve their business.