Acceso usuarios
Maja Tadić, Arnold B. Bakker, Wido G.M. Oerlemans
The present study among 158 primary school teachers in Croatia integrated the challenge-hindrance stressor framework in job demands–resources (JD–R) theory. We hypothesized that hindrance job demands would be negatively related to well-being and that job resources could buffer this relationship. In addition, we hypothesized that challenge job demands would be positively related to well-being and that job resources would boost this relationship. The study employed a quantitative daily diary methodology. Teachers filled out a background questionnaire and a daily diary booklet for three to five consecutive workdays (N = 438 occasions). Results of multilevel analyses showed that daily hindrance job demands had a negative relationship with daily positive affect and work engagement. Daily job resources buffered this relationship. In contrast, daily challenge job demands had a positive relationship with positive affect and work engagement. Daily job resources boosted this relationship. We discuss the implications of these findings for JD–R theory and practice.
Practitioner points High daily job resources foster employee's daily work engagement and positive affect at work particularly when daily challenge demands are high.
High daily job resources buffer the negative impact of high daily hindrance demands on daily work engagement and positive affect at work.
Guidelines are proposed to enhance teachers' and school principals' education and training, as well to contribute to the more optimal workplace design for teachers
