the present study contributes to the literature on the Job Demands-resources model in the italian school context. the aim of this paper is to examine how the interaction between work-family conflict (i.e., a typical job demand) and opportunities to learn and to develop and self-efficacy (i.e., typical job and personal resources, respectively) affect the core dimensions of burnout (exhaustion and depersonalization) and work engagement (vigor and dedication). Hypotheses were tested with a cross-sectional design among 143 teachers of a junior high school in the north of Italy. Results of moderated multiple regression analysis partially supported the hypotheses as the opportunities to learn and to develop buffered against the aversive effects of work-family conflict on depersonalization, whereas self-efficacy moderated the relationship between work-family conflict and vigor. From a practical viewpoint, our findings suggest that opportunities to learn and to develop and self-efficacy are important resources that help teachers to reduce the negative effects related to work-family conflict.

Simbula, S., Mazzetti, G., Guglielmi, D. (2011). Conflitto lavoro/famiglia, burnout e work engagement negli insegnanti: Il ruolo moderatore delle risorse lavorative e personali. AVANCES EN PSICOLOGIA LATINOAMERICANA, 29(2), 302-316.

Conflitto lavoro/famiglia, burnout e work engagement negli insegnanti: Il ruolo moderatore delle risorse lavorative e personali

SIMBULA, SILVIA;
2011

Abstract

the present study contributes to the literature on the Job Demands-resources model in the italian school context. the aim of this paper is to examine how the interaction between work-family conflict (i.e., a typical job demand) and opportunities to learn and to develop and self-efficacy (i.e., typical job and personal resources, respectively) affect the core dimensions of burnout (exhaustion and depersonalization) and work engagement (vigor and dedication). Hypotheses were tested with a cross-sectional design among 143 teachers of a junior high school in the north of Italy. Results of moderated multiple regression analysis partially supported the hypotheses as the opportunities to learn and to develop buffered against the aversive effects of work-family conflict on depersonalization, whereas self-efficacy moderated the relationship between work-family conflict and vigor. From a practical viewpoint, our findings suggest that opportunities to learn and to develop and self-efficacy are important resources that help teachers to reduce the negative effects related to work-family conflict.
Articolo in rivista - Articolo scientifico
Burnout; Conflitto lavoro/famiglia; Job Demands-Resources model; Work engagement
Italian
302
316
15
Simbula, S., Mazzetti, G., Guglielmi, D. (2011). Conflitto lavoro/famiglia, burnout e work engagement negli insegnanti: Il ruolo moderatore delle risorse lavorative e personali. AVANCES EN PSICOLOGIA LATINOAMERICANA, 29(2), 302-316.
Simbula, S; Mazzetti, G; Guglielmi, D
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/25317
Citazioni
  • Scopus 19
  • ???jsp.display-item.citation.isi??? ND
Social impact