Beyond occupational exhaustion: exploring the influence of positive meaningful work on teachers’ psychoemotional well-being in the digital age
Metadatos
Afficher la notice complèteDate
2024-03-01Referencia bibliográfica
Trillo, A., Bretones, F.D., Giuliano, R. et al. Beyond occupational exhaustion: exploring the influence of positive meaningful work on teachers’ psychoemotional well-being in the digital age. Humanit Soc Sci Commun 11, 348 (2024). https://doi.org/10.1057/s41599-024-02860-6
Patrocinador
MCIN/AEI/10.13039/501100011033 PID2021-1287630B-100; FEDER Una manera de hacer EuropaRésumé
The teaching profession, intrinsically vocational, bestows upon its practitioners a deep sense
of meaning and personal dedication. However, this personal commitment can be affected by
the constant evolution of labour demands, exacerbated by the increasing technification of
education. Both these needs, at a personal and organisational level, can lead to the devel opment of emotional exhaustion, a psychological state manifesting with increased frequency
in the educational sector. In this context, and referencing the job demands-resources model,
we propose a model focused on the examination of the role according to the positive meaning
in modulating emotional exhaustion. The research was conducted with a sample of 213
secondary school teachers in southern Spain, using a survey methodology. All data were
analysed throughout the SPSS and Smart PLS statistical programs. The obtained results
indicate that the presence of positive meaningful work has a negative impact on emotional
exhaustion, technocomplexity and work-family conflict. Furthermore, the negative effect of
positive meaning work on work-family conflict was stronger for teachers with greater
experience. This study enhances the understanding of teacher well-being, suggesting the
update of theoretical models to reflect current labour complexities, promoting managerial
strategies and flexible policies to mitigate emotional exhaustion and foster a healthy working
environment.