The relationship between phubbing and the depression of primary and secondary school teachers: A moderated mediation model of rumination and job burnout

2021 ◽  
Author(s):  
Jing Liu ◽  
Wei Wang ◽  
Qian Hu ◽  
Pengcheng Wang ◽  
Li Lei ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Moderated Mediation ◽  
Job Burnout ◽  
Mediation Model ◽  
School Teachers ◽  
Moderated Mediation Model ◽  
The Relationship ◽  
Primary And Secondary School

Moderated mediation model of relationship between perceived organizational justice and counterproductive work behavior

2016 ◽  
Vol 7 (2) ◽  
pp. 64-81 ◽  
Author(s):  
Mingzheng Wu ◽  
Xiaoling Sun ◽  
Delin Zhang ◽  
Ci Wang
Keyword(s):  
Organizational Justice ◽  
Moral Identity ◽  
Moderated Mediation ◽  
Job Burnout ◽  
Mediating Effect ◽  
Work Behavior ◽  
Mediation Model ◽  
Content Type ◽  
Moderated Mediation Model ◽  
The Relationship

Purpose This study aimed to develop a moderated mediation model to explain the relationship between perceived organizational justice and the counterproductive work behavior (CWB) of Chinese public servants. In this model, the authors assumed that job burnout mediates the relationship between perceived organizational justice and CWB and that moral identity moderates the relationship between job burnout and CWB. Design/methodology/approach A total of 210 public servants in China participated in this study, and their characteristics were measured by self-report tools. Hierarchical multiple regression analyses were used to test the moderated mediation model. Findings Analysis of the data demonstrated that perceived organizational justice, job burnout and moral identity influenced CWB. Moral identity moderated the relationship between job burnout and CWB, such that individuals with low moral identity are more likely to engage in CWB. Moreover, job burnout mediated the effect of perceived organizational justice on CWB, and the mediating effect of job burnout was moderated by moral identity. The indirect effect of perceived organizational justice on CWB through job burnout was significant among individuals with low moral identity but not among individuals with high moral identity. Research limitations/implications The findings highlight the self-regulatory function of moral identity in preventing CWB. Practical implications The study offers several significant suggestions to reduce CWB in Chinese public sector administration, such as by improving organizational justice perception, recruiting and selecting individuals with reference to their moral identity and monitoring employees’ job burnout regularly. Originality/value The authors developed and verified a moderated mediated model on the relationship between perceived organizational justice and CWB. The study revealed that job burnout has a mediating effect on the perceived organizational justice–CWB relation, providing important insights into the processes through which perceived organizational justice affects CWB.

scholarly journals Organizational Commitment among Secondary School Teachers in relation to Job Burnout

2020 ◽  
Vol 8 (3) ◽  
pp. 72-76
Author(s):  
Hadiya Habib
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Job Burnout ◽  
School Teachers ◽  
Male And Female ◽  
Significant Difference ◽  
Spss Software ◽  
The Relationship

The present research attempts to study the relationship between the organizational commitment and job burnout of secondary school teachers. The sample for the present study consisted of 200 secondary school teachers selected randomly. Two questionnaires were chosen to collect the data. The collected data were analyzed through SPSS software, and proper statistical methods like mean, t-test and Pearson Correlation coefficient were used. The findings of the study revealed that there is no significant difference in the organizational commitment mean scores of male and female secondary school teachers, i.e., both the groups measure similar to organizational commitment. It was also announced that there is a significant correlation between the organizational commitment and job burnout of secondary school teachers, which means that higher the organizational commitment, the higher will be the job burnout and vice versa.

scholarly journals Exploring the Associations between Perceived Organizational Support and Job Burnout among Chinese Academic Journal Editors: A Moderated Mediation Model

2021 ◽  
Vol 18 (22) ◽  
pp. 12167
Author(s):  
Xiaoyan Yu ◽  
Shiyong Wu ◽  
Wei Chen ◽  
Wen Zheng ◽  
Mingxi Huang ◽  
...  
Keyword(s):  
Organizational Support ◽  
Perceived Organizational Support ◽  
Moderated Mediation ◽  
Job Burnout ◽  
Mediation Model ◽  
Academic Journal ◽  
Targeted Interventions ◽  
Journal Editors ◽  
Moderated Mediation Model ◽  
The Relationship

Background: Job burnout (JB) has become a prevalent emotional and psychological syndrome across diverse contexts, especially in the face of the COVID-19 pandemic. This study aimed to examine the relationship between perceived organizational support (POS), job satisfaction (JS), self-efficacy (SE), and JB, alongside their mechanism of interplay. Methods: We took 210 Chinese academic journal editors as the research participants and designed a moderated mediation model to examine the posited construct. All the data were gathered online and analyzed with the statistical software SPSS and SmartPLS. Results: The participants comprised 117 women (55.71%) and 93 men (44.29%). There were significant differences among observed variables in age, experience, and title. POS had a significant negative predictive effect on JB (95% CI = −0.43; −0.06). JS mediated the relationship between POS and JB (95% CI = −0.48; −0.11). SE moderated the association between JS and JB (95% CI = 0.04; 0.75) but did not function as a moderator in the relationship between POS and JS (95% CI = −0.01; 0.24). Conclusions: POS, JS, and SE were crucial determinants of JB among Chinese academic journal editors. Targeted interventions should be initiated to diminish editors’ feelings of being unappreciated, inefficient, dissatisfied, and unaccomplished at work.

scholarly journals TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION

2019 ◽  
Vol 18 (1) ◽  
pp. 105-116
Author(s):  
Jelena Ž. Maksimović ◽  
Jelena S. Osmanović
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Work Experience ◽  
Secondary School Teachers ◽  
Self Concept ◽  
Pay Satisfaction ◽  
School Teachers ◽  
Openness To Change ◽  
The Relationship ◽  
Primary And Secondary School

Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.

Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

2021 ◽  
Vol 49 (6) ◽  
pp. 1-9
Author(s):  
Jinliang Ding ◽  
Zechen Xie
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Psychological Empowerment ◽  
School Teachers ◽  
Rural Teachers ◽  
Advance Research ◽  
The Relationship ◽  
Primary And Secondary School ◽  
Work Burnout

We examined the relationship between psychological empowerment and work burnout as mediated by professional identity. Participants were 650 primary and secondary school teachers from nine rural provinces in China. The results indicate that both psychological empowerment and professional identity were significantly and negatively related to work burnout, and that psychological empowerment was significantly and positively associated with professional identity. Furthermore, professional identity partially mediated the relationship between psychological empowerment and work burnout. These findings advance research on the psychology of professional identity by clarifying the relationship between psychological empowerment and work burnout.

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