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
Quelle	In: Social Psychology of Education: An International Journal, 24 (2021) 2, S.441-464 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maas, Jasper) ORCID (Scholz, Urte) ORCID (Schüler, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-020-09605-8
Schlagwörter	Teacher Attitudes; Time Management; Psychological Patterns; Fatigue (Biology); Social Support Groups; Teacher Administrator Relationship; Stress Variables; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Switzerland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Zeitmanagement; Fatigue; Ermüdung; Social support; Soziale Unterstützung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schweiz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01