Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F24%3A00135579" target="_blank" >RIV/00216224:14210/24:00135579 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.1057/s41599-024-02811-1" target="_blank" >http://dx.doi.org/10.1057/s41599-024-02811-1</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1057/s41599-024-02811-1" target="_blank" >10.1057/s41599-024-02811-1</a>

Result language

angličtina

Original language name

Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model

Original language description

Teaching is a highly demanding profession; therefore, it is necessary to address how teachers cope with the demands of their job and how these demands affect their work ability. This study aims to investigate teachers’ perceptions of work ability and the underlying mechanisms through which job demands influence their perceived work ability. The Job Demands-Resources (JD-R) model serves as the theoretical framework for this investigation. A qualitative approach was employed, utilizing in-depth interviews with a sample of 14 upper secondary school teachers in the Czech Republic. The teachers had an average age of 46.9 years (SD = 9.22). The findings revealed a limited awareness among teachers regarding the holistic nature of work ability. Job demands emerged as a factor indirectly impacting perceived work ability through the health impairment process. High job demands and obstacles contributed to teacher stress, resulting in fatigue, impaired physical or mental health, and reduced perceived work ability. Moreover, the study showed how tough job demands extend beyond the professional realm, leading to work-family conflicts that further impair work ability. This study provided empirical support for the inclusion of perceived work ability as an outcome influenced by job demands within the JD-R model. Additionally, it emphasized the need for a comprehensive framework that considers both organizational and individual factors in both work and non-work domains to effectively investigate perceived work ability among teachers.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

Result was created during the realization of more than one project. More information in the Projects tab.

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Humanities & Social Sciences Communications

ISSN

2662-9992

e-ISSN

2662-9992

Volume of the periodical

11

Issue of the periodical within the volume

1

Country of publishing house

GB - UNITED KINGDOM

Number of pages

10

Pages from-to

1-10

UT code for WoS article

001169115900003

EID of the result in the Scopus database

2-s2.0-85187251816