Scholarlink

<p>Teaching is a demanding profession with an elevated risk of burnout. Building on Job Demands–Resources (JD–R) theory, we tested an integrative model in which psychological capital (PsyCap) was conceptualized as a central personal resource alongside selected job demands and job resources in predicting teacher burnout. Data came from a nationwide stratified sample of Czech lower-secondary school teachers (Grades 6–9; <i>N</i> = 1,768) from 134 schools. Structural equation modeling (SEM) showed that higher PsyCap was associated with lower overall burnout and its three exhaustion facets (physical fatigue, cognitive weariness, and emotional exhaustion) both directly and indirectly through lower perceived job demands and higher perceived job resources. Demand-related pathways were most pronounced for physical fatigue, whereas PsyCap and job resources were more closely linked to emotional exhaustion, indicating differentiated psychosocial pathways across exhaustion facets. These findings extend JD–R research on teacher burnout by highlighting PsyCap as a developable personal resource with potential to buffer exhaustion and by clarifying how specific job demands and resources relate to distinct exhaustion dimensions. Practical implications point to multilevel prevention combining PsyCap-focused interventions and resource-supportive school practices with efforts to reduce workload and work–family conflict. Models accounted for teachers’ nesting within schools; future longitudinal research is needed to strengthen inferences about directionality.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Psychological capital in an integrative JD–R model of teacher burnout: evidence from a nationwide sample of Czech lower-secondary teachers

  • 期刊论文

  • 发表日期：

    2026年6月18日

查看全文
  • Jiří Mudrák,
  • Kateřina Zábrodská,
  • Lenka Kollerová,
  • Jana Jakerlová,
  • Martin Sedláček,
  • Klára Šeďová

摘要

Teaching is a demanding profession with an elevated risk of burnout. Building on Job Demands–Resources (JD–R) theory, we tested an integrative model in which psychological capital (PsyCap) was conceptualized as a central personal resource alongside selected job demands and job resources in predicting teacher burnout. Data came from a nationwide stratified sample of Czech lower-secondary school teachers (Grades 6–9; N = 1,768) from 134 schools. Structural equation modeling (SEM) showed that higher PsyCap was associated with lower overall burnout and its three exhaustion facets (physical fatigue, cognitive weariness, and emotional exhaustion) both directly and indirectly through lower perceived job demands and higher perceived job resources. Demand-related pathways were most pronounced for physical fatigue, whereas PsyCap and job resources were more closely linked to emotional exhaustion, indicating differentiated psychosocial pathways across exhaustion facets. These findings extend JD–R research on teacher burnout by highlighting PsyCap as a developable personal resource with potential to buffer exhaustion and by clarifying how specific job demands and resources relate to distinct exhaustion dimensions. Practical implications point to multilevel prevention combining PsyCap-focused interventions and resource-supportive school practices with efforts to reduce workload and work–family conflict. Models accounted for teachers’ nesting within schools; future longitudinal research is needed to strengthen inferences about directionality.