Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction

By Jiying Han, Hongbiao Yin, Junju Wang, Jing Zhang. Educational Psychology, 2020

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Abstract This study aims at testing the application of the job demands-resources model on university teachers in mainland China. It investigates the relationship between the job characteristics of university teaching and teachers’ well-being. Based on the analyses of a sample of 2,758 university teachers, the results of structural equation modelling support the health impairment and motivational processes suggested by the model. Specifically, job demands consisting of teaching demands, teaching-research conflict and new challenges reduced university teachers’ job satisfaction through the mediation of emotional exhaustion; job resources comprising teaching resources, social support and administrative support increased university teachers’ job satisfaction through the mediation of work engagement. The implications of these findings are discussed.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/18ee6b3152c4456957f5f033f9dca28855984ca1