Hultell Daniel, Gustavsson J Petter
Karolinska Institutet, Department of Clinical Neuroscience, Division of Psychology, Stockholm, Sweden.
Work. 2011;40(1):85-98. doi: 10.3233/WOR-2011-1209.
When entering employment many beginning teachers experience a reality shock and a crisis of competence. These two factors, in combination with high levels of job demands and low levels of job resources, may lead to the development of burnout. The purpose of the study was to investigate how individual characteristics, the educational context, and the work context predicted levels of burnout and work engagement during this transition period.
The sample consisted of 1290 beginning teachers from Sweden.
Data were collected using surveys during the final year of education and during the initial period of employment. Data were analyzed using hierarchical regression.
Job demands, job resources, and spillover between private life and work accounted for the largest amount of explained variance in both burnout and work engagement. Job demands were more strongly related to burnout, whereas job resources more strongly related to work engagement. The predictors with the greatest relative influence on both burnout and work engagement were unmet expectations and mastery of skills.
The results support the importance of the work context's impact on burnout and work engagement. Additionally, the interaction between private life and work should be further studied in future studies.
许多初任教师在入职时会经历现实冲击和能力危机。这两个因素，再加上高水平的工作要求和低水平的工作资源，可能会导致职业倦怠的产生。本研究的目的是调查个体特征、教育背景和工作环境如何预测这一过渡时期的职业倦怠水平和工作投入程度。
样本包括1290名来自瑞典的初任教师。
在教育的最后一年和就业初期通过调查收集数据。使用层次回归分析数据。
工作要求、工作资源以及私人生活与工作之间的溢出效应在职业倦怠和工作投入的解释方差中占比最大。工作要求与职业倦怠的相关性更强，而工作资源与工作投入的相关性更强。对职业倦怠和工作投入影响最大的预测因素是未满足的期望和技能掌握情况。
结果支持了工作环境对职业倦怠和工作投入影响的重要性。此外，未来的研究应进一步探讨私人生活与工作之间的相互作用。
