The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

Heng, Shupeng; Yang, Ming; Zou, Bing; Li, Yongzhan; Castaño, Gloria

doi:10.1002/pits.22426

Cited by 17 publications

(22 citation statements)

References 86 publications

(145 reference statements)

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“…However, no significant differences between the groups were observed in hope, resilience, or overall psychological capital scores. These studies align with prior research on psychological capital in public [57,[106][107][108][109] and private [110][111][112][113][114][115][116][117][118][119] sectors. However, it is unclear why the employees in public and private sectors differed in self-efficacy and optimism, but they did not differ in hope, resilience, or overall psychological capital.…”

Section: Public Sector Employees Partially Differ In Their Psychologi...supporting

confidence: 84%

“…Numerous studies have confirmed that psychological capital and its interventions are related to reduced work-related problems, not to mention positive wellbeing and workrelated outcomes [96][97][98][99][100][101][102][103][104][105]. Research of the psychological capital in the public sector has evidenced its' numerous benefits [57,[106][107][108][109]. Similarly, the studies on psychological capital in the business, entrepreneurial, or marketing contexts demonstrated the added value of psychological capital and its interventions for the private sector organizations [110][111][112][113][114][115][116][117][118][119].…”

Section: Psychological Capitalmentioning

confidence: 99%

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Positive Organizational Practices, Life Satisfaction, and Psychological Capital in the Public and Private Sectors

Diržytė

Patapas

2022

Sustainability

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Public and private sector employees confronted stressful life circumstances that affected the world during the COVID-19 pandemic. Therefore, new knowledge on possible psychological and organizational resources is needed. This study aimed to explore positive organizational practices, psychological capital, and life satisfaction of employees in the public and private sectors. The survey applied the Satisfaction with Life Scale (SWLS), the Psychological Capital Questionnaire—PCQ-24, validated in the Lithuanian population (the Lith-PCQ-21), and the Positive Organizational Practices Questionnaire. The sample consisted of 582 employees, including 443 public sector and 139 private sector employees. The respondents’ mean age was 42.0981 years (SD = 13.23083). The CFA results confirmed the six-factor structure of positive organizational practices, χ2 = 270,884.785; Df = 406; CFI = 0.996; TLI = 0.996; NFI = 0.995; RMSEA = 0.074 [0.070–0.078]; SRMR = 0.043, the four-factor structure of psychological capital, χ2 = 32,780.109; Df = 190; CFI = 0.983; TLI = 0.980; NFI = 0.978; RMSEA = 0.082 [0.076–0.088]; SRMR = 0.067, and one factor structure of life satisfaction, χ2 = 10,588.246; Df = 10; CFI = 0.999; TLI = 0.999; NFI = 0.999; RMSEA = 0.022 [0.000–0.066]; SRMR = 0.014. The findings revealed that private sector employees demonstrated higher scores of dignity, support, care, forgiveness, and overall positive organizational practices than public sector employees. Private sector employees demonstrated higher optimism scores than public sector employees, and public sector employees demonstrated higher self-efficacy scores than private sector employees. Male employees demonstrated significantly higher scores on dignity, meaning, and forgiveness than females. Significant positive correlations were found between age and resilience, care and age, care and number of working years, care and number of working years in the current organization. Psychological capital mediated the link between positive organizational practices and life satisfaction. Positive organizational practices were linked to life satisfaction and psychological capital in both employees’ groups, but the features of links were distinctive in the public and private sectors. These results signify the importance of positive organizational practices and psychological capital for the life satisfaction of employees.

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Section: Public Sector Employees Partially Differ In Their Psychologi...supporting

confidence: 84%

Section: Psychological Capitalmentioning

confidence: 99%

Positive Organizational Practices, Life Satisfaction, and Psychological Capital in the Public and Private Sectors

Diržytė

Patapas

2022

Sustainability

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“…The results showed that the degree of job burnout of Chinese university teachers was low to medium level, and there was a partial significant correlation between role conflict and job burnout. Heng (2020) explored the relationship between teaching research conflict and job burnout, as well as the moderating role of perceived supervisor support and psychological capital in the relationship [ 9 ]. Hierarchical regression analysis was used to investigate the moderating role of psychological support and psychological support in the relationship between teaching research conflict and job burnout.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Reichl (2014) pointed out that the high level of university teacher job burnout may be partly due to their own personality characteristics that are not conducive to teaching management and unexpected challenges in their work, resulting in a lack of experience and cynicism [ 8 ]. Heng (2020) found that job burnout was significantly positively related to supervisor support and psychological capital [ 9 ]. Yorulmaz (2017) believed that there is a direct negative relationship between teachers’ job burnout and job satisfaction [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Chen

Liu

Pang

et al. 2020

IJERPH

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With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers’ physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers’ job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey—483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers’ professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.

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“…EE refers to feelings of overextending and draining emotional resources, while DP refers to negative, callous, or unfeeling responses to the job, and PA refers to feelings of incompetency and reduction in productivity. There are many direct, mediating, and moderating factors that contribute to teacher burnout [ 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 ]. However, there have been few longitudinal studies on teacher burnout, and the developmental aspects of teacher burnout remain controversial [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

Xie

Huang

Wang

et al. 2022

IJERPH

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To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.

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The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

Cited by 17 publications

References 86 publications

Positive Organizational Practices, Life Satisfaction, and Psychological Capital in the Public and Private Sectors

Positive Organizational Practices, Life Satisfaction, and Psychological Capital in the Public and Private Sectors

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

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