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<p>Based on the conservation of resources theory resource conservation theory, the aim of this study was to explore the relationship between organizational support and emotional exhaustion and the mediating role of work meaningfulness and the moderating role of core self-evaluation among elementary and secondary school teachers. A total of 3519 Chinese elementary and secondary school teachers were invited to complete a questionnaire. Descriptive statistics, <i>t</i>-test, and correlation analysis were demonstrated using SPSS22.0 and the hypothesis model was tested by model 4 and model 59 of the PROCESS macro. The results showed that organizational support negatively predicted emotional exhaustion after controlling for age and grade; work meaningfulness partially mediated the relationship between organizational support and emotional exhaustion; and core self-evaluation moderated the first and second half of the mediation process “organizational support → work meaningfulness → emotional exhaustion.” The findings not only help understand the relationship between organizational support and emotional exhaustion and its underlying mechanisms from the perspectives of positive psychology and conservation of resources theory but also suggest that emotional exhaustion interventions for elementary and secondary school teachers should include promoting work meaningfulness and enhancing core self-evaluation.</p>

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Organizational support and emotional exhaustion among elementary and secondary school teachers: roles of work meaningfulness and core self-evaluation

  • 期刊论文

  • 发表日期：

    2025年3月31日

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  • Xinwei Hong,
  • Lulu Xue,
  • Liping Zhang,
  • Yue Ma,
  • Lipeng Chen

摘要

Based on the conservation of resources theory resource conservation theory, the aim of this study was to explore the relationship between organizational support and emotional exhaustion and the mediating role of work meaningfulness and the moderating role of core self-evaluation among elementary and secondary school teachers. A total of 3519 Chinese elementary and secondary school teachers were invited to complete a questionnaire. Descriptive statistics, t-test, and correlation analysis were demonstrated using SPSS22.0 and the hypothesis model was tested by model 4 and model 59 of the PROCESS macro. The results showed that organizational support negatively predicted emotional exhaustion after controlling for age and grade; work meaningfulness partially mediated the relationship between organizational support and emotional exhaustion; and core self-evaluation moderated the first and second half of the mediation process “organizational support → work meaningfulness → emotional exhaustion.” The findings not only help understand the relationship between organizational support and emotional exhaustion and its underlying mechanisms from the perspectives of positive psychology and conservation of resources theory but also suggest that emotional exhaustion interventions for elementary and secondary school teachers should include promoting work meaningfulness and enhancing core self-evaluation.