Hostname: page-component-cb9f654ff-hqlzj Total loading time: 0 Render date: 2025-08-25T05:00:12.665Z Has data issue: false hasContentIssue false
  • English
  • Français

Teacher Support Resources, Need Satisfaction and Well-Being

Published online by Cambridge University Press:  03 March 2015

Fernando Doménech-Betoret ,
Susana Lloret-Segura  and
Amparo Gómez-Artiga
Fernando Doménech-Betoret*
Affiliation:
Universitat Jaume I (Spain)
Susana Lloret-Segura
Affiliation:
Universitat de València, (Spain)
Amparo Gómez-Artiga
Affiliation:
Universitat de València, (Spain)
*
*Correspondence concerning this article should be addressed to Dr. Fernando Doménech Betoret. Departamento de Psicología Evolutiva, Educativa, Social i Metodología. Universitat Jaume I. Campus Riu Sec. 12071. Castellón (Spain). Phone: +34–964729550. Fax: +34–964729262. E-mail: betoret@psi.uji
Get access Rights & Permissions [Opens in a new window]

Abstract

Based on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

Keywords

teacher support resourcespsychological need satisfactionengagementburnoutsecondary school teachers

Information

Type
Research Article
Information
The Spanish Journal of Psychology , Volume 18 , 2015 , E6
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Aelterman, A., Engels, N., van Petegem, K., & Verhaeghe, J. P. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33, 285–297. http://dx.doi.org/10.1080/03055690701423085 Google Scholar
Aluja, A., Blanch, A., & Garcia, L., , F. (2005). Dimensionality of the Maslach burnout inventory: A study of several proposals. European Journal of Psychological Assessment, 21, 67–76.Google Scholar
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–328 http://dx.doi.org/10.1108/02683940710733115 Google Scholar
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13, 209–223. http://dx.doi.org/10.1108/13620430810870476 Google Scholar
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychology research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. http://dx.doi.org/10.1037/0022-3514.51.6.1173 CrossRefGoogle ScholarPubMed
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. http://dx.doi.org/10.1037/0033-2909.117.3.497 Google Scholar
Bentler, P. M. (1990). Comparative fix indexes in structural models. Psychological Bulletin, 107, 238–246.Google Scholar
Bentler, P. M. (2006). EQS Structural equations program manual. Encino, CA: Multivariate Software.Google Scholar
Bess, J. L. (1977): The motivation of teach. Journal of Higher Education, 48, 243–258. http://dx.doi.org/10.2307/1978679 Google Scholar
Blase, J. J. (1982). A social-psychological grounded theory of teacher stress and burnout. Educational Administration Quarterly, 18, 93–113. http://dx.doi.org/10.1177/0013161X82018004008 CrossRefGoogle Scholar
Brenninkmeijer, V., & van Yperen, N. W. (2003). How to conduct research on burnout: Advantages and disadvantages of a unidimensional approach in burnout research. Occupational and Environmental Medicine 60, 116–120. http://dx.doi.org/10.1136/oem.60.suppl_1.i16 Google Scholar
Breuse, E. (1984). Identificación de las fuentes de tensión en el trabajo profesional del enseñante [Identifying sources of tension in teachers’ professional work]. In Esteve, J. M. (Ed.), Profesores en conflicto [Teachers in conflict]. (pp.143–161). Madrid, Spain: Narcea.Google Scholar
Brouwers, A., Evers, W. J. G., & Tomic, W. (2001). Self-efficacy in eliciting social support and burnout among secondary-school teachers. Journal of Applied Social Psychology, 31, 1474–1491. http://dx.doi.org/10.1111/j.1559-1816.2001.tb02683.x Google Scholar
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K. A. & Long, J. S. (Eds.), Testing Structural Equation Models. (pp. 132–162). Beverly Hills, CA: Sage.Google Scholar
Calvete, E., & Villa, A. (1999). Estrés y burnout docente: Influencia de variables cognitivas. [Stress and teacher burnout: influence of cognitive variables] Revista de Educación, 319, 291–303.Google Scholar
Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22, 557–569. http://dx.doi.org/10.1080/0144341022000023635 Google Scholar
Cherniss, C. (1993). The role of professinal self-efficacy in the etiology of burnout. In Schaufeli, W. B., Maslach, C. & Marek, T. (Eds.), Professional burnout: Recent developments in theory and research (pp. 135–149). London, UK: Taylor & Francis.Google Scholar
Grandey, A. A., & Cropanzano, R. (1999). The conservation of resources model applied to work–family conflict and strain. Journal of Vocational Behavior, 54, 350–370.CrossRefGoogle Scholar
De Cooman, R., Stynen, D., van den Broeck, A., Sels, L., & De Witte, H. (2013). How job characteristics relate to need satisfaction and autonomous motivation: Implications for work effort. Journal of Applied Social Psychology, 43, 1342–1352. http://dx.doi.org/10.1111/jasp.12143 Google Scholar
De Heus, P., & Diekstra, R. (1999). Do the teachers burn out more easily? A comparison of teachers with others social professions on work stress and burnout symptoms. In Vandenberghe, R. & Huberman, M. (Eds.), Understanding and preventing teacher burnout (pp. 269–291). Cambridge, UK: Cambridge University Press.Google Scholar
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.Google Scholar
Deci, E., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01 Google Scholar
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: The University of Rochester Press.Google Scholar
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology/Psychologie Canadienne, 49, 14–23. http://dx.doi.org/10.1037/0708-5591.49.1.14 Google Scholar
Doménech-Betoret, F. (2006). Stressors, self-efficacy, coping resources and burnout among secondary school teachers in Spain. Educational Psychology, 26, 519–539.Google Scholar
Doménech-Betoret, F. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29, 45–68. http://dx.doi.org/10.1080/01443410802459234 Google Scholar
Doménech-Betoret, F. (2013). Teacher psychological needs, locus of control and engagement. The Spanish Journal of Psychology, 16, E29. http://dx.doi.org/10.1017/sjp.2013.51 CrossRefGoogle Scholar
Durán, A., Extremera, N., & Rey, L. (2004). Engagement and burnout: Analyzing their association patterns. Psychological Reports, 94, 1048–1050. http://dx.doi.org/10.2466/pr0.94.3.1048-1050 Google Scholar
Durán, A., Extremera, N., Rey, L., Fernández-Berrocal, P., & Montalbán, N. (2006). Predicción del burnout y del engagement en la educación: Evaluando la validez incremental de la inteligencia emocional percibida más allá de la percepción [Predicting academic burnout and engagemen in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perception]. Psicothema, 18, 158–164.Google Scholar
Durán, A., Extremera, N., Rey, L., Montalbán, N., & Fernández-Berrocal, P. (2005). Engagement y Burnout en el ámbito docente: Análisis de sus relaciones con la satisfacción laboral y vital en una muestra de profesores [Engagement and Burnout in teaching environment: Analysis of their relationships with job and life satisfaction in a sample of teachers]. Revista de Psicología del Trabajo y de las Organizaciones, 21, 145–158.Google Scholar
Extremera, N., Durán, A., & Rey, L. (2007) Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios [Emotional intelligence and its relationship with levels of burnout, engagement and stress]. Revista de Educación, 342, 239–256.Google Scholar
Extremera, N., Durán, A., & Rey, L (2010). Recursos personales, síndrome de estar quemado por el trabajo y sintomatología asociada al estrés en docentes de enseñanza primaria y secundaria [Personal variables, burnout syndrome and symptoms associated with stress in primary and secondary school teachers]. Ansiedad y Estrés, 16, 47–60.Google Scholar
Filak, V. F., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluation. Educational Psychology, 23, 235–247. http://dx.doi.org/10.1080/0144341032000060084 Google Scholar
Flores, M. D., & Fernández-Castro, J. (2004). Creencias de los profesores y estrés docente [Teacher beliefs and teacher stress]. Estudios de psicología, 25, 343–357.Google Scholar
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331–362. http://dx.doi.org/10.1002/job.322 CrossRefGoogle Scholar
Gold, Y., & Roth, R. A. (2005). Teachers managing stress and preventing burnout: The professional health solution (2 nd Ed.). London, UK: The Palmer Press.Google Scholar
González-Romá, V., Schaufeli, W. B., Bakker, A. B., & Lloret, S. (2006). Burnout and work engagement: Independent factors or opposite poles? Journal of Vocational Behavior, 68, 165–174. http://dx.doi.org/10.1016/j.jvb.2005.01.003 Google Scholar
Green, D. E., & Walkey, F. H. (1988). A confirmation of the three-factor structure of the Maslach Burnout Inventory. Education and Psychological Measurement, 48, 579–585.Google Scholar
Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.Google Scholar
Hair, J. F., Black, B., Babin, B., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis: A global perspective. New Jersey, NJ: Pearson Education Inc.Google Scholar
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers . Journal of School Psychology, 43, 495–513. http://dx.doi.org/10.1016/j.jsp.2005.11.001 Google Scholar
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524. http://dx.doi.org/10.1037//0003-066X.44.3.513 Google Scholar
Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In Hoyle, R. H. (Ed.), Structural equation modeling, concepts, issues, and applications (pp. 1–15). Thousand Oaks, CA: Sage.Google Scholar
Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: A review. Educational Review, 29, 299–306. http://dx.doi.org/10.1080/0013191770290407 Google Scholar
Latorre, I., & Saez, J. (2009) Análisis del burnout en profesores no universitarios de la región de Murcia (España) en función del tipo de centro docente: Público versus concertado [Analysing burnout in non-university teachers in the Murcia Region (Spain) according to type of teaching centre: Public versus state-assisted]. Anales de Psicología, 25, 83–92.Google Scholar
Llorens, S., García-Renedo, M., & Salanova, M. (2005). Burnout como consecuencia de una crisis de eficacia: Un estudio longitudinal en profesores de Secundaria [Burnout as a result of efficacy crisis: A longitudinal study in secondary education teachers]. Revista de Psicología del Trabajo y las Organizaciones, 21, 55–70.Google Scholar
Lorente, L., Salanova, M., Martínez, I., & Schaufeli, W. (2008). Extension of the job Demands-Resources model in the prediction of burnout and engagement among teachers over time. Psicothema, 20, 354–360.Google Scholar
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113. http://dx.doi.org/10.1002/job.4030020205 CrossRefGoogle Scholar
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach Burnout Inventory. (3 rd Ed.). Palo Alto, CA: Consulting Psychology Press.Google Scholar
Maslach, C., & Jackson, S. E. (1986). The Maslach Burnout Inventory. Research Edition. Palo Alto, CA: Consulting Psychology Press.Google Scholar
Maslach, C., & Leiter, M. P. (2008). Early Predictors of Job Burnout and Engagement. Journal of Applied Psychology, 93, 498–512. http://dx.doi.org/10.1037/0021-9010.93.3.498 Google Scholar
Maslow, A. (1954). Motivation and personality. New York, NY: Harper & Row.Google Scholar
Moriana, E., & Herruzco, J. (2004). Estrés y burnout en profesores [Stress and burnout in teachers]. International Journal of Clinical and Health Psychology, 4, 597–621.Google Scholar
Näring, G., Briet, M., & Brouwers, A. (2006). Beyond demand-control: Emotional labour and symptoms of burnout in teachers. Work and Stress, 20, 303–315. http://dx.doi.org/10.1080/02678370601065182 CrossRefGoogle Scholar
Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence and relatedness. Personality and Social Psychology Bulletin, 26, 419–435. http://dx.doi.org/10.1177/0146167200266002 Google Scholar
Rodriguez-Muñoz, A., & Bakker, A. B. (2013). El engagement en el trabajo [Engagement at work]. In Moreno-Jimenez, B. & Garrosa Hernandez, E. (Eds.), Salud laboral: Riesgos laborales psicosociales y bienestar laboral [Occupational health: psychosocial occupational hazards and well-being at work] (pp. 437–452). Madrid, Spain: Pirámide Google Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, 68–78. http://dx.doi.org/10.1037/0003-066X.55.1.68 Google Scholar
Salanova, M., Llorens, S., & García-Renedo, M. (2003). ¿Por qué se están ‘quemando’ los profesores? [Why are teachers becoming “burned-out”?]. Revista de Prevención, Trabajo y Salud, 28, 16–20.Google Scholar
Salanova, M., Martínez, I., & Lorente, L. (2005). ¿Cómo se relacionan los obstáculos y facilitadores organizacionales con el burnout docente? Un estudio longitudinal [How are obstacles and organizational facilitators related with teacher burnout? A longitudinal study]. Revista de Psicología del Trabajo y las Organizaciones, 21, 37–54.Google Scholar
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. http://dx.doi.org/10.1037//0003-066X.55.1.5 Google Scholar
Schaufeli, W. B., & Bakker, A. B. (2003). UWES-Utrecht work engagement scale: Test manual. Utrech, the Netherlands: Utrech University.Google Scholar
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293–315. http://dx.doi.org/10.1002/job.248 Google Scholar
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two simple confirmation factor analytic approach. Journal of Happiness Studies 3, 71–92.Google Scholar
Schaufeli, W. B., & Buunk, B. P. (2003). Burnout: An overview of 25 years of research in theorizing. In Schabracq, M. J., Winnubst, J. A. M., & Cooper, C. L. (Eds.). The handbook of work and health psychology (pp. 383–425). Chichester, UK: Wiley.Google Scholar
Schaufeli, W. B., Martínez, I. M., Marqués-Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross national study. Journal of Cross Cultural Psychology, 33, 464–481. http://dx.doi.org/10.1177/0022022102033005003 Google Scholar
Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What’s satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80, 325–339.Google Scholar
Sheldon, K. M., Ryan, R., & Reis, H. T. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 1270–1279. http://dx.doi.org/10.1177/01461672962212007 Google Scholar
Schwarzer, R., & Greenglass, E. (1999). Teacher burnout from a social-cognitive perspective: A theoretical position paper. In Vandenberghe, R. & Huberman, A. M. (Eds.), Understanding and preventing teacher burnout (pp. 238–246). Boston, MA: Cambridge University Press.Google Scholar
Skaalvik, E. M., & Skaalvik, , (2007). Dimensions of teacher self-efficacy and Relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. http://dx.doi.org/10.1037/0022-0663.99.3.611 Google Scholar
Taris, T. W., Schreurs, P. J. G., & Schaufeli, W. B. (1999). Construct validity of the Maslach Burnout Inventory-General Survey: Two sample examination of its factor structure and correlates. Work & Stress 13, 223–237. http://dx.doi.org/10.1080/026783799296039 Google Scholar
van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the relationship between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work & Stress, 22, 277–294. http://dx.doi.org/10.1080/02678370802393672 Google Scholar
van der Elst, T., van den Broeck, A., De Witte, N., & De Cuyper, N. (2012): The mediating role of frustration of psychological needs in the relationship between job insecurity and work-related well-being. Work & Stress: An International Journal of Work, Health Organisations, 26, 252–271. http://dx.doi.org/10.1080/02678373.2012.703900 Google Scholar