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Teacher Support Resources, Need Satisfaction and Well-Being
Fernando Doménech-Betoret1, Susana Lloret-Segura2, Amparo Gómez-Artiga2
1Universitat Jaume I (Spain).
The Spanish Journal of Psychology
|June 10, 2015
Summary
Teacher support resources boost psychological need satisfaction, leading to higher engagement and lower burnout in secondary schools. This finding is crucial for improving teacher well-being and job performance.
Area of Science:
- Educational Psychology
- Organizational Psychology
Background:
- The Job Demands-Resources (JD-R) model is a key framework for understanding employee well-being.
- Teacher burnout and engagement are critical issues in secondary education.
Purpose of the Study:
- To examine the influence of teacher support resources on psychological need satisfaction, engagement, and burnout.
- To investigate the mediating role of psychological need satisfaction in the JD-R model for teachers.
Main Methods:
- A sample of 282 Spanish secondary school teachers completed self-report questionnaires.
- Structural equation modeling (SEM) was used to analyze the relationships between variables.
- Nine psychological needs were identified based on Bess's work and Self-Determination Theory (SDT).
Main Results:
- Psychological Need Satisfaction significantly and positively predicted engagement (β = .74) and negatively predicted burnout (β = -.78).
- Psychological Need Satisfaction acted as a significant mediator between teacher support resources and both engagement and burnout.
- The proposed JD-R model demonstrated a good fit to the data.
Conclusions:
- Teacher support resources are vital for fostering psychological need satisfaction among educators.
- Enhancing psychological need satisfaction is a promising strategy for increasing teacher engagement and reducing burnout.
- The findings support the applicability of the JD-R model and SDT in the educational context.
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