Teachers' perceived time pressure, emotional exhaustion and the role of social support from the school principal.

Autor/inn/en	Maas, Jasper; Schoch, Simone; Scholz, Urte; Rackow, Pamela; Schüler, Julia; Wegner, Mirko; Keller, Roger
Titel	Teachers' perceived time pressure, emotional exhaustion and the role of social support from the school principal. Gefälligkeitsübersetzung: Von Lehrern wahrgenommener Zeitdruck, emotionale Erschöpfung und die Rolle der sozialen Unterstützung durch den Schulleiter.
Quelle	In: Social psychology of education, 24 (2021) 2, S. 441-464 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1381-2890; 1573-1928
DOI	10.1007/s11218-020-09605-8
Schlagwörter	Längsschnittuntersuchung; Arbeitspsychologie; Emotion; Psychische Belastung; Stressbewältigung; Soziale Beziehung; Bildungssystem; Schule; Schulsystem; Schulleiter; Lehrer; Lehrerverhalten; Stress; Erschöpfung; Arbeitsbedingungen; Arbeitsleistung; Beruf; Karriere; Soziale Unterstützung; Anforderung
Abstract	Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based on longitudinal data of n = 1071 Swiss primary and secondary school teachers over the course of one school year, the present study examined the reciprocal relationship between teachers' perceived time pressure and emotional exhaustion and whether received social support from the school principal buffers this relationship. Results of a random intercept cross-lagged panel model show a strong relationship between teachers' perceived time pressure and emotional exhaustion at the between-person level, but no effects at the within-person level. Further, received social support was directly related to less perceived time pressure and less emotional exhaustion. The results showed neither evidence for reciprocal effects between perceived time pressure and emotional exhaustion nor for a buffering effect of received social support from the school principal. Concluding, present findings indicate that the receipt of social support from the school principal is a central job resource that beneficially relates to teachers' experience of time pressure and emotional exhaustion. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1