By utilizing a three-wave longitudinal design, the present study tested the motivational process of the Job Demands-Resources model among Italian schoolteachers (N ¼ 104). Specifically, it aims to test how job resources, self-efficacy and work engagement are related over time. Results of structural equation modelling analysis showed that the model with reciprocal relationships between resources and work engagement exhibited the best fit with the data. Job resources and self-efficacy had a short-(4 months) and longer term (8 months) lagged effect on work engagement, but the reverse pattern was true as well: Work engagement had a shortand long-term lagged effect on job resources and self-efficacy. These findings suggest that is important to think in terms of reciprocity: Resourceful environments and self-efficacy beliefs mean engaged teachers, and vice versa.

The study tests the dynamic nature of the Job Demands-Resources model with regard to both motivational and health impairment processes. It does so by examining whether daily fluctuations in co-workers' support (i.e., a typical job resource) and daily fluctuations in work/family conflict (i.e., a typical job demand) predict day-levels of job satisfaction and mental health through work engagement and exhaustion, respectively. A total of 61 schoolteachers completed a general questionnaire and a daily survey over a period of five consecutive work days. Multilevel analyses provided evidence for both the above processes. Consistently with the hypotheses, our results showed that day-level work engagement mediated the impact of day-level co-workers' support on day-level job satisfaction and day-level mental health, after general levels of work engagement and outcome variables had been controlled for. Moreover, day-level exhaustion mediated the relationship between day-level work/family conflict and day-level job satisfaction and day-level mental health after general levels of exhaustion and outcome variables had been controlled for. These findings provide new insights into the dynamic psychological processes that determine daily fluctuations in employee well-being. Such insights may be transformed into job redesign strategies and other interventions designed to enhance work-related psychological well-being on a daily level.

To date, research directed at the work–life balance (WLB) has focused mainly on the work and family domains. However, the current labor force is heterogeneous, and workers may also value other nonworking domains besides the family. The aim of this study was to investigate the importance of other nonworking domains in the WLB with a particular focus on health. Moreover, the importance of the effects of the work–family balance (WFB) and the work–health balance (WHB) on job satisfaction was investigated. Finally, we explored how the effects of the WFB and the WHB on job satisfaction change according to worker characteristics (age, gender, parental status, and work ability). This study involved 318 workers who completed an online questionnaire. The importance of the nonworking domains was compared with a t-test. The effect of the WFB and the WHB on job satisfaction was investigated with multiple and moderated regression analyses. The results show that workers considered health as important as family in the WLB. The WHB explained more of the variance in job satisfaction than the WFB. Age, gender and parental status moderated the effect of the WFB on job satisfaction, and work ability moderated the effect of the WHB on job satisfaction. This study highlights the importance of the health domain in the WLB and stresses that it is crucial to consider the specificity of different groups of workers when considering the WLB.

Purpose -This study aims to investigate school principals' well-being by using the job demands-resources (JD-R) model as a theoretical framework. It aims at making a significant contribution to the development of this model by considering not only job demands and job resources, but also the role of personal resources and personal demands as predictors of work engagement and burnout. In particular, it was hypothesised that job demands may mediate the relationship between workaholism and burnout, whereas job resources may mediate the relationship between self-efficacy and work engagement and burnout. Design/methodology/approach -A survey study was conducted. In total, 224 school principals (67 percent women) during training activities completed a questionnaire. Findings -The results of SEM analyses largely supported the hypotheses by showing that personal variables operate as initiators of health impairment and motivational processes.Research limitations/implications -The study lends support to the literature on individual resources that underlines the role that personal resources play in work engagement and burnout. It contributes to the JD-R model by highlighting the role of personal demands (i.e. workaholism), which has an effect on the development of burnout in school principals. Practical implications -The implications of these findings for interventions aimed at the promotion of school principals' well-being are discussed. Originality/value -This study advances the understanding of the role played by personal resources and personal demands in the job demands-resources model. The value added is represented by the study of workaholism as personal demand, which in turn influences job demands and also the health impairment it triggers.

The purpose of the present study was to examine longitudinal relationships between work engagement and mental-health problems, job satisfaction, and extra-role performance (traditionally considered as work-engagement "outcomes") in terms of reciprocal causality. On the basis of the Conservation of Resources theory, the Broaden-and-Build theory, and previous studies, we hypothesized that the relationships between work engagement and such variables are reciprocal over time. The study was conducted among 157 schoolteachers, and the time lag was of five months on average. Results of structuralequation-modelling analysis showed that the model with reciprocal relationships exhibited the best fit with the data. Specifically, work engagement at T1 predicted mental-health problems, job satisfaction, and organizational citizenship behaviours at T2. Moreover, T1 mental-health problems were negatively related to T2 work engagement, whereas T1 job satisfaction and T1 organizational-citizenship behaviours were positively related to T2 work engagement. Overall, our findings provide evidence for a reciprocal influence between engagement and these constructs, meaning that none of them can be considered as only a cause or only a consequence.

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This article seeks to contribute to the ongoing debate on the dimensionality of the burnout syndrome. Specifically, its aims are: (1) to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and (2) to establish whether depersonalization and cynicism can be considered two different dimensions of the teacher burnout syndrome. The results show that, compared with efficacy beliefs, inefficacy beliefs relate more strongly to the other burnout dimensions considered by the study (i.e., emotional exhaustion, depersonalization, and cynicism). Moreover, using partial disaggregation method, a better fit is found for the four-factor model with separate depersonalization and cynicism dimensions than for the three-factor model in which depersonalization and cynicism are collapsed into one factor. The article concludes that future research on teacher burnout should: (1) use the inefficacy scale as the "third dimension" of burnout, rather than the efficacy scale, and (2) include the cynicism and depersonalization constructs.Résumé Cet article vise à contribuer au débat actuel à propos des dimensions constituant le syndrome d'épuisement professionnel (burnout). Plus en détail les buts sont: (1) analyser le rôle des croyances d'efficacité par une échelle mesurant les croyances d'inefficacité (composée d'items formulés de manière négative, au lieu de positive); (2) vérifier si on peut considérer Dépersonnalisation et Cynisme comme deux dimensions différentes du syndrome de burnout des professeurs. Nos résultats ont montré que les croyances d'inefficacité sont plus fortement associées aux dimensions du burnout (Dépersonnalisation, Cynisme, Épuisement emotionnel) que les croyances d'efficacité. De plus, des analyses de équations structurelles (méthode de désagrégation partielle) ont montré que le modèle à quatre facteurs avec les deux dimensions de Dépersonnalisation et Cynisme séparées a un meilleur ajustement par rapport au modèle à trois facteurs, dans lequel Dépersonnalisation et Cynisme ont été effondrés dans un seul facteur. On peut conclure que dans les recherches futures sur le burnout des professeurs il serait mieux: (1) d'utiliser une échelle d'inefficacité comme "troisième dimension" du burnout, plutôt qu'une échelle d'efficacité; (2) d'inclure les dimensions Cynisme et Dépersonnalisation.