Don’t abandon hope all ye who enter here: The protective role of formal mentoring and learning processes on burnout in correctional officers

Farnese, Maria Luisa; Barbieri, Barbara; Bellò, Benedetta; Bartone, Paul T.

doi:10.3233/wor-172628

Cited by 20 publications

(15 citation statements)

References 52 publications

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“…Again, school leaders play a key role because they are able to identify teachers who may need support in balancing work and family domains, as well as benefit from specific interventions. In this regard, specific training programs could help teachers to develop personal resources, such as self-esteem, self-efficacy, and courage (De Stasio et al, 2017; Farnese et al, 2017; Magnano et al, 2017; Benevene et al, 2018b,c) as well as skills needed to effectively cope with high workload and time pressure (e.g., time management, goal-setting; Richardson and Rothstein, 2008). This in turn may also improve students’ personal resources, motivation, satisfaction, and performance (Magnano et al, 2014a,b; Ripamonti et al, 2018; Santisi et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

et al. 2019

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The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work–family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC.

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Section: Discussionmentioning

confidence: 99%

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

et al. 2019

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“…More recently, Castiglione et al (2017) have found that discrepancies between self-representation of the future self and the current role of correctional officers increase burnout levels, affirming that individual factors are crucial because self-representation drives thoughts, actions and emotions. Research by Farnese et al (2017) has revealed how the presence of a mentor and socialization are crucial protective factors for correctional officers just assuming the role. Last, Viotti (2016) highlighted how the relationship with inmates represents a stressful factor that negatively affects the physical, cognitive, and, above all, emotional well-being of correctional officers.…”

Section: Burnout In the Context Of The Correctional Officermentioning

confidence: 99%

A Qualitative Study of Organizational and Psychosocial Factors in the Burnout of Italian Correctional Officers

2020

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Correctional officers (COs) are subject to the development of burnout syndrome. This investigation focuses on those factors that contribute to burnout syndrome in COs who work in Italian penitentiary institutions. Utilizing a qualitative methodology with 50 northern Italian COs, the study finds burnout to be caused by two types of factors, organizational and psychosocial. Notably, the results highlight feelings of anguish, sadness, and abandonment and CO requests for psychological help.

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“…Researchers have also shown how teacher well-being could be an important determinant of student learning outcomes and students' well-being, highlighting the importance to establish the determinants not only for teachers' negative outcomes, but also positive ones that are associated to their work (Denny et al, 2011; Converso et al, 2014; Guidetti et al, 2015). Form this perspective, the present study aims to investigate teachers' well-being within the theoretical framework of the Job Demand –Resource model (JD-R model), in which job resources are all those factors that can help employees in reducing job demands and related costs (Bakker and Demerouti, 2007; Barbieri et al, 2016; Farnese et al, 2017; Falco et al, 2018; De Carlo et al, 2019). In fact, job resources include factors capable of fostering personal growth, learning and development by providing feedback, enhancing task significance, and stimulating employees' motivation (Bakker et al, 2005; Bakker and Demerouti, 2007, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Italian Teachers' Well-Being Within the High School Context: Evidence From a Large Scale Survey

et al. 2019

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This paper aims to investigate the relationship between Italian teachers' well-being, socio-demographic characteristics and professional background. Using data from the 2015 wave of the Program for International Student Assessment (PISA) we considered information collected by the questionnaire completed by a total of 6,491 teachers in the sampled schools. Moving from existing literature on teachers' well-being, we investigate several aspects related to the teachers' working environment, career motivation and investment, and job satisfaction. We assess the variability in the observed outcomes attributable to school factors and heterogeneity between disciplines. Measurement models are combined in a multilevel setting in order to define teachers' well-being on a broad perspective while accounting for the multiple sources of heterogeneity due to several factors (e.g., discipline, teacher professional background, and individual differences) occurring at different levels of the data structure. In general, results show that the teachers' positive perception of the working environment in terms of availability of adequate human and physical resources, and professional development opportunities, provide a substantial state of well-being at work, and are related to teachers' job satisfaction. Moreover, results highlight the key role of transformational leadership in defining a teacher's well-being. Findings and implications are discussed.

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Don’t abandon hope all ye who enter here: The protective role of formal mentoring and learning processes on burnout in correctional officers

Abstract: Confirming previous literature's suggestions, supportive mentoring and effective socialization seem to represent job and personal resources that are protective against burnout. This study provides empirical support for this relation in the prison context.

Cited by 20 publications

References 52 publications

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model

A Qualitative Study of Organizational and Psychosocial Factors in the Burnout of Italian Correctional Officers

Italian Teachers' Well-Being Within the High School Context: Evidence From a Large Scale Survey

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