Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns.

Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom was investigated. In Part 1 of the study, self-regulatory data from 1,789 German mathematics teachers were subjected to a latent profile analysis, yielding four self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned) that differed significantly on emotional exhaustion and job satisfaction. In Part 2, the association between teachers' self-regulatory type and instructional performance was examined in a subsample of 318 teachers. Results showed that teachers' self-regulatory type predicted the quality of instruction in three of the four aspects of instructional performance examined. Moreover, teachers' self-regulatory type was systematically linked to differences in students' motivation. No association was found between teacher self-regulation and student achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correctional psychologist burnout, job satisfaction, and life satisfaction.

Corrections is a stressful environment, but do correctional psychologists experience greater levels of occupational burnout and life stress than other public sector and nonpublic sector psychologists? Data collected from 203 doctoral level psychologists including correctional (CR; n = 44), Veteran's Affairs (VA; n = 56), public psychiatric hospital (PPH; n = 54), and university counseling centers (CC; n = 49) indicated that CR psychologists do experience significantly more occupational burnout relative to VA and CC psychologists. Furthermore, CR and PPH psychologists reported significantly less job satisfaction than CC psychologists. Although psychologists working in PPH settings reported significantly lower levels of life satisfaction than VA and CC psychologists this was not the case for CR psychologists. Professional identity related to occupational setting emerged as a significant predictor of occupational burnout. Implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining the job search–turnover relationship: The role of embeddedness, job satisfaction, and available alternatives.

This study examined factors that may help explain under what conditions employee job search effort may most strongly (or weakly) predict subsequent turnover. As predicted, the job search–turnover relationship was stronger when employees had lower levels of job embeddedness and job satisfaction and higher levels of available alternatives. These findings suggest that there may be a number of factors interacting to influence employees' turnover decisions, indicating greater complexity to the process than described in prominent sequential turnover models. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Autonomy and workload among temporary workers: Their effects on job satisfaction, organizational commitment, life satisfaction, and self-rated performance.

This study investigates the role of autonomy and workload in explaining responses of temporary employees (N=189) compared with permanent employees (N=371) on job satisfaction, organizational commitment, life satisfaction, and performance. Results based on regression analyses suggest that the effects of contract type are not mediated by autonomy or by workload. Rather, this study partially supports hypotheses on the differential reactions of temporaries and permanents to autonomy or workload; autonomy was not predictive for temporaries' job satisfaction and organizational commitment, and workload was not predictive for temporaries' life satisfaction, whereas they were predictive for permanents' responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work stress, self-efficacy, Chinese work values, and work well-being in Hong Kong and Beijing.

The authors tested the direct and moderating effects of self-efficacy and Chinese work values on relationships between job stressors and work well-being among employees in Hong Kong and Beijing. A self-administered questionnaire survey was conducted to collect data from 105 and 129 employees in Hong Kong and Beijing, respectively. The results revealed that self-efficacy was positively related to job satisfaction in both samples. Self-efficacy was found to be a stress moderator in some of the stressor-work well-being relationships for both samples. The direct effect of Chinese work values on work well-being was minimal, and its moderating effects were partially demonstrated in some of the stressor-job satisfaction relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Status, job satisfaction, and factors of job satisfaction of state institution and clinic psychologists.

"In this report we will compare psychologists with other mental hygiene professionals—psychologists in state schools and hospitals with psychologists in clinics." Ss were 80 psychiatrists, 80 psychologists, 80 social workers, 80 teachers, 80 nurses (40 of each group in state institutions and 40 in nonstate institutions) and, in addition, 59 upper middle class and 51 lower middle class Ss. There is "limited support for the hypothesis which states that status and job satisfaction are related." The hypothesis that "the status of state institution psychologists is lower than that of clinic psychologists, is generally substantiated." The hypothesis that "there are differences in the job satisfaction of the two groups of psychologists finds some support." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching workload and satisfaction of foreign-born and U.S.-born faculty at four-year postsecondary institutions in the United States.

This study examined foreign-born faculty members' teaching workload, classroom assessment and instructional techniques, and satisfaction with instructional support and authority relative to their U.S.-born faculty peers at 4-year postsecondary institutions in the United States. The analysis of the data from the National Study of Postsecondary Faculty (NSOPF:04) survey revealed more similarities than differences between the two faculty groups. The study found that foreign-born faculty members, on average, devoted the same amount of time to teaching per week; however, they generated fewer total student contact and classroom credit hours per semester than U.S.-born peers. The results also indicated that foreign-born faculty members seemed slightly less satisfied with their authority to make decisions on curriculum, course content, and methods of instruction, but overall, their satisfaction with instructional support was comparable to the satisfaction level reported by their U.S.-born colleagues. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Relationships between job difficulty, employee's attitude toward his job, and supervisory ratings of the employee effectiveness.

Using correlational techniques, an investigation was made of the relationships between job difficulty (estimated by job evaluation factors), employee attitudes toward his job, and job environment, and supervisory ratings of employee performance. As job difficulty increased, employee attitudes were significantly more positive toward the job, management, and communication, and opportunity for advancement. Partial correlations showed that the relationship between job satisfaction and job difficulty increased when the effects of general morale were eliminated. Supervisory ratings of employee effectiveness were significantly rated (negatively) to employee salary and job tenure. Correlations between employee's attitude dimensions indicate increasing complexity of job content and increased content with people as a part of the job, are positively related to an employee's attitude toward his job. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, turnover, and withdrawal behavior: A meta-analysis.

In this article, a 2-dimensional work stressor framework is used to explain inconsistencies in past research with respect to stressor relationships with retention-related criteria. Results of meta-analyses of 183 independent samples indicated that whereas hindrance stressors had dysfunctional relationships with these criteria (negative relationships with job satisfaction and organizational commitment and positive relationships with turnover intentions, turnover, and withdrawal behavior), relationships with challenge stressors were generally the opposite (positive relationships with job satisfaction and organizational commitment and negative relationships with turnover intentions and turnover). Results also suggested that the differential relationships between challenge stressors and hindrance stressors and the more distal criteria (withdrawal behavior and turnover) were due, in part, to the mediating effects of job attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Longitudinal Study of Employee Adaptation to Organizational Change: The Role of Change-Related Information and Change-Related Self-Efficacy.

This study examined the role of information, efficacy, and 3 stressors in predicting adjustment to organizational change. Participants were 589 government employees undergoing an 18-month process of regionalization. To examine if the predictor variables had long-term effects on adjustment, the authors assessed psychological well-being, client engagement, and job satisfaction again at a 2-year follow-up. At Time 1, there was evidence to suggest that information was indirectly related to psychological well-being, client engagement, and job satisfaction, via its positive relationship to efficacy. There also was evidence to suggest that efficacy was related to reduced stress appraisals, thereby heightening client engagement. Last, there was consistent support for the stress-buffering role of Time 1 self-efficacy in the prediction of Time 2 job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observed classroom quality during teacher education and two years of professional practice.

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006) during their teacher education year and the first 2 years of professional practice, as well as the effects of personal characteristics and contextual factors on observed classroom quality. Confirmatory factor analyses (CFAs) with a reduced number of indicators per a priori construct fitted the data well. Using factor scores in 3-level multilevel models for change (376 lesson segments 20 min in duration nested within 10 time points, within 17 teachers), we found more variability over time than within lessons and the least variability between teachers. Emotional support showed an inverted U-shaped change over time, whereas classroom organization increased linearly over time. Emotional support was lower for older students, and students were more engaged in larger classes. A higher level of classroom organization during lessons was related to less variability in student engagement, but variability of instructional support was unrelated to variability of student engagement within each lesson. The findings are discussed within the context of teachers' supported transitions into professional practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proactive personality in the context of job complexity.

This study examined the moderating influence of proactive personality (i.e., a disposition to initiate change in the environment) on the relationship between job complexity and demands–abilities fit (i.e., the extent to which a person's ability level matches the job demands), job satisfaction, and turnover intentions. It was found that for workers with a high proactive personality, moderate-to-high job complexity was positively associated with demands–abilities fit and job satisfaction; negatively with turnover intentions. Conversely, for workers with a low proactive personality, moderate-to-high job complexity was negatively associated with demands–abilities fit and job satisfaction; positively with turnover intentions. Many of the relationships were also curvilinear. This research supports the expansion of work design and job enrichment theories to include individual differences and a consideration of nonlinear relationships. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Examining Type A behavior pattern to explain the relationship between job stressors and psychosocial outcomes.

Despite cautions against using a global measure of Type A behavior pattern (TABP), few studies have examined the TABP components of Achievement Striving (AS) and Impatience/Irritability (II). The authors examined these 2 components to assess whether they moderated the relationships between job stressors and psychosocial outcomes. Results based on 106 employees from a large Canadian organization supported the independence of the 2 TABP components. After controlling for the job stressors (i.e., overload, ambiguity, intrarole conflict, and lack of job control), II and AS accounted for additional variance in job satisfaction, perceived stress, and life satisfaction, although these components were uniquely related to different outcomes. Finally, AS and II moderated several of the stressor-psychosocial outcome relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis.

This article presents meta-analytic results of the relationship of 4 traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability (low neuroticism)—with job satisfaction and job performance. With respect to job satisfaction, the estimated true score correlations were .26 for self-esteem, .45 for generalized self-efficacy, .32 for internal locus of control, and .24 for emotional stability. With respect to job performance, the correlations were .26 for self-esteem, .23 for generalized self-efficacy, .22 for internal locus of control, and .19 for emotional stability. In total, the results based on 274 correlations suggest that these traits are among the best dispositional predictors of job satisfaction and job performance. T. A. Judge, E. A. Locke, and C. C. Durham's (1997) theory of core self evaluations is used as a framework for discussing similarities between the 4 traits and their relationships to satisfaction and performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Safety behavior: Job demands, job resources, and perceived management commitment to safety.

The job demands-resources model posits that job demands and resources influence outcomes through job strain and work engagement processes. We test whether the model can be extended to effort-related “routine” safety violations and “situational” safety violations provoked by the organization. In addition we test more directly the involvement of job strain than previous studies which have used burnout measures. Structural equation modeling provided, for the first time, evidence of predicted relationships between job strain and “routine” violations and work engagement with “routine” and “situational” violations, thereby supporting the extension of the job demands-resources model to safety behaviors. In addition our results showed that a key safety-specific construct 'perceived management commitment to safety' added to the explanatory power of the job demands-resources model. A predicted path from job resources to perceived management commitment to safety was highly significant, supporting the view that job resources can influence safety behavior through both general motivational involvement in work (work engagement) and through safety-specific processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work and health outcomes among police officers: The mediating role of police cynicism and engagement.

This study examined the relationship between personality variables (Type A), job demands and job resources, and police cynicism and engagement, and also examined the mediating role of cynicism and work engagement in predicting both work and health related outcomes among police officers. The participants were 150 Norwegian police officers, and data were collected using questionnaires. Results showed that Type A behavior was related to both cynicism and engagement. As predicted, both job demands and lack of job resources were related to cynicism, and job resources were positively related to engagement. A series of regression analyses indicated direct relationships between Type A behavior, job demands and health complaints with no mediating effect of cynicism. Work engagement partially mediated the effects of individual characteristics, job demands and job resources on organizational commitment and self-efficacy. However, direct links between demands and resources and organizational commitment were also found, as well as direct links between Type A behavior, work demands and self-efficacy. The implications of work engagement for organizations were discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of work appraisal: Stress, strain, coping, job satisfaction, and negative affectivity.

Stress, strain, and coping were measured by S. H. Osipow and A. R. Spokane's (1987) Occupational Stress Inventory with 249 adults in 75 occupations; results supported the validity of the inventory. Higher stress predicted higher strain and lower job satisfaction; the converse was true for coping, although the coping–satisfaction link was weak. In hierarchical regression analyses, predictor variables were gender, age, education, job tenure, negative affectivity, 6 stress measures, and 4 coping measures. Outcome variables were 4 measures of occupational strain (vocational, psychological, interpersonal, and physical) and 3 measures of job satisfaction (intrinsic, extrinsic, and general). The 7 hierarchical regressions revealed strong stress–strain and stress–job satisfaction relationships; negative affectivity had variable impacts on strain but little influence on job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality and leader effectiveness: A moderated mediation model of leadership self-efficacy, job demands, and job autonomy.

The trait theory of leadership is advanced by a joint investigation of the mediating role of (a) leadership self-efficacy (LSE = leader's perceived capabilities to perform leader roles) in linking neuroticism, extraversion, and conscientiousness with leader effectiveness and (b) the moderating role of job demands and job autonomy in influencing the mediation. Using K. J. Preacher, D. D. Rucker, and A. F. Hayes' (2007) moderated mediation framework, the authors tested the model (over a 2-year period) with matched data from 394 military leaders and their supervisors. Results showed that LSE mediated the relationships for neuroticism, extraversion, and conscientiousness with leader effectiveness. Moderated mediation analyses further revealed that LSE mediated the relationships for (a) all 3 personality variables for only those leaders with low job demands; (b) neuroticism and conscientiousness for only those leaders with high job autonomy; and (c) extraversion, regardless of a leader's level of job autonomy. Results underscore the importance of accounting for leaders' situational contexts when examining the relationships between personality, LSE, and effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Job resources boost work engagement, particularly when job demands are high.

This study of 805 Finnish teachers working in elementary, secondary, and vocational schools tested 2 interaction hypotheses. On the basis of the job demands-resources model, the authors predicted that job resources act as buffers and diminish the negative relationship between pupil misbehavior and work engagement. In addition, using conservation of resources theory, the authors hypothesized that job resources particularly influence work engagement when teachers are confronted with high levels of pupil misconduct. In line with these hypotheses, moderated structural equation modeling analyses resulted in 14 out of 18 possible 2-way interaction effects. In particular, supervisor support, innovativeness, appreciation, and organizational climate were important job resources that helped teachers cope with demanding interactions with students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nonlinear effects of job complexity and autonomy on job satisfaction, turnover, and psychological well-being.

This study examines the interactive relationship between job complexity and job autonomy on job satisfaction, turnover intentions, and psychological well-being. It was hypothesized that the positive or motivating effects of job complexity are only realized when workers are given enough autonomy to effectively meet the challenges of complex jobs. Results show that not only do job complexity and job autonomy interact, but that the relationships to the outcome variables are curvilinear in form. Job complexity is shown to be both a motivator and a stressor when job autonomy is low. However, the most beneficial effects of job complexity occur when it is matched by a high level of job autonomy. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)