Bidirectional relationship between burnout and perceived work ability: Evidence from a two-wave study among teachers

Area of Science:

• Educational Psychology
• Occupational Health Psychology

Background:

• Burnout and perceived work ability (PWA) are crucial for teacher well-being and effectiveness.
• The reciprocal relationship between burnout and PWA is understudied in primary and lower secondary education.

Purpose of the Study:

• To investigate the longitudinal, bidirectional relationship between burnout and PWA in teachers.
• To test predictions derived from the Job Demands-Resources (JD-R) model and Conservation of Resources (COR) theory.

Main Methods:

• A two-wave longitudinal study with 853 Czech primary and lower secondary school teachers.
• Data collected via web-based questionnaires.
• Bayesian cross-lagged panel modeling (CLPM) analyzed bidirectional effects, controlling for demographics.

Main Results:

• Burnout significantly predicted decreased PWA, aligning with the JD-R model's health impairment process.
• Higher PWA was unexpectedly linked to increased burnout, challenging its role as a sole protective factor.
• Burnout influenced PWA through multiple pathways; higher PWA predicted later physical exhaustion.

Conclusions:

• The findings clarify the complex, reciprocal associations between teacher burnout and PWA.
• PWA may not always be protective and could, in some contexts, increase strain vulnerability.
• Results inform theoretical models and suggest targeted interventions for teacher well-being.