Antecedents of perceived teacher work ability : A comprehensive model across work and non-work domains

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00144274" target="_blank" >RIV/00216224:14210/25:00144274 - isvavai.cz</a>

Result on the web

<a href="http://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1557456" target="_blank" >http://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1557456</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2025.1557456" target="_blank" >10.3389/fpsyg.2025.1557456</a>

Result language

angličtina

Original language name

Antecedents of perceived teacher work ability : A comprehensive model across work and non-work domains

Original language description

Introduction: This study investigates the antecedents of perceived teacher work ability, a critical construct for addressing challenges associated with extending working lives and maintaining sustained professional engagement in the teaching profession. Grounded in the job demands-resources (JD-R) model, this cross-sectional study investigates the relationships between job demands (quantitative, cognitive, and emotional), job resources (supervisor support, coworker support, and autonomy), burnout, and work-life conflict in shaping perceived teacher work ability. Methods: Data were obtained from 841 Czech primary and lower secondary school teachers (86.1% female) with a mean age of 45.9 years (SD = 10.8). The full SEM model was developed and estimated based on the proposed hypotheses. Results: The findings suggest that burnout is the most significant antecedent of perceived teacher work ability, with quantitative and emotional job demands indirectly influencing it through burnout. While supervisor and coworker support directly enhance perceived teacher work ability, autonomy primarily alleviates quantitative and emotional job demands, thereby indirectly mitigating burnout. Work-life conflict partially mediates the relationship between job demands and burnout but does not directly impact perceived teacher work ability. Discussion: These results contribute to a deeper understanding of the interplay between job demands, job resources, and burnout in enhancing teachers' capacity to meet the multifaceted demands of their profession effectively.

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

—

OECD FORD branch

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

Project

<a href="/en/project/GA23-05312S" target="_blank" >GA23-05312S: Research on perceived work ability among lower secondary school teachers</a><br>

Continuities

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

Publication year

2025

Confidentiality

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

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Volume of the periodical

16

Issue of the periodical within the volume

1557456

Country of publishing house

CH - SWITZERLAND

Number of pages

13

Pages from-to

1-13

UT code for WoS article

001438650000001

EID of the result in the Scopus database

2-s2.0-86000332164