The moderating role of job resources in the relationship between job demands and interleukin‐6 in an Italian healthcare organization

Falco, Alessandra; Corso, Laura Dal; Girardi, Damiano; Carlo, Alessandro De; Comar, Manola

doi:10.1002/nur.21844

Cited by 24 publications

(19 citation statements)

References 69 publications

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“…Accordingly, high workload may not necessarily result in WFC if teachers have adequate levels of job resources, which may help individuals to preserve or replenish personal resources such as time, energy, and mood (Bakker et al, 2011; ten Brummelhuis and Bakker, 2012). On a theoretical level, this is consistent with the buffer hypothesis of the JD-R, which claims that high job resources may offset the harmful impact of job demands on WFC (Bakker et al, 2011), job burnout (Bakker and Demerouti, 2007, 2017; Xanthopoulou et al, 2007), and work-related stress (Falco et al, 2018). Moreover, from an empirical standpoint, our findings are also consistent with the ones described by Bakker et al (2011), who found that job resources, such as PDM and supervisory coaching, attenuated the adverse effect of job demands (i.e., work overload, emotional, and cognitive demands) on WFC among medical residents.…”

Section: Discussionsupporting

confidence: 84%

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: Discussionsupporting

confidence: 84%

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

et al. 2019

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“…Finally, our sample of female workers is still smaller than males, and that should be expanded in the future. In addition, future research should attempt to replicate our results using not only self-report measures but also other data sources (Falco et al, 2012(Falco et al, , 2018. Moreover, future studies are needed to understand how positive supervisor behaviors may be trained to foster workplace spirituality and, consequently, its positive outcomes.…”

Section: Discussionmentioning

confidence: 83%

Positive Supervisor Behaviors and Employee Performance: The Serial Mediation of Workplace Spirituality and Work Engagement

et al. 2020

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Organizational research has highlighted the crucial role of supervisors in promoting employee well-being and performance. According to the motivational approach, supervisors positively influence employees' outcomes by enhancing their positive feelings. In this study, we examine how positive supervisor behaviors may improve employee performance through the serial mediation of workplace spirituality and work engagement. Data were collected from 330 Italian employees. Results showed that supervisor integrity and responsible behaviors have a positive effect on employee performance directly; moreover, positive supervisor behaviors influence performance indirectly, through both the partial mediation of work engagement and the serial mediation of workplace spirituality and work engagement. The present study highlighted that supervisors should behave responsively and honestly to trigger a virtuous motivational process in their employees, which leads to boost their performance. The practical implications of these findings are discussed.

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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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The moderating role of job resources in the relationship between job demands and interleukin‐6 in an Italian healthcare organization

Cited by 24 publications

References 69 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

Positive Supervisor Behaviors and Employee Performance: The Serial Mediation of Workplace Spirituality and Work Engagement

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

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