The Moderating Role of Supervisor Support in the Effect of Perceived Overqualification on Workplace Loneliness

Autor/inn/en	Üstün, Ferda; Üstün, Emre
Titel	The Moderating Role of Supervisor Support in the Effect of Perceived Overqualification on Workplace Loneliness
Quelle	In: South African Journal of Education, 43 (2023) 3, Artikel 2110 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Üstün, Ferda) ORCID (Üstün, Emre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Supervisors; Role; Psychological Patterns; Music Teachers; Teaching Conditions; Teacher Qualifications; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Rollen; Music; Teacher; Teachers; Musiklehrer; Lehrbedingungen; Unterrichtsbedingungen; Lehrqualifikation; Lehrerverhalten; Türkei
Abstract	The purpose of this research was to determine whether supervisor support (SS) plays a moderating role in the perception of overqualification (POQ) on workplace loneliness (WL) among music teachers in Turkey. The research was based on the assumption that loneliness, which is a negative emotional state and expresses employees' inability to establish a healthy relationship within the organisation, may arise from music teachers' perceived overqualification and can be shaped with the support of this relationship. With this study we discovered that perceived overqualification has a definite and significant impact on WL. It was also discovered that supervisor support moderated the relationship between perceived overqualification and WL. Consequently, although music teachers felt overqualified, they did not feel lonely at work if their supervisor provided strong support. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01