Maas Jasper, Schoch Simone, Scholz Urte, Rackow Pamela, Schüler Julia, Wegner Mirko, Keller Roger
Leiden Institute of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, Netherlands.
Centre for Inclusion and Health in Schools, Zurich University of Teacher Education, Lagerstrasse 2, 8090 Zürich, Switzerland.
Soc Psychol Educ. 2021;24(2):441-464. doi: 10.1007/s11218-020-09605-8. Epub 2021 Mar 11.
Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based on longitudinal data of = 1071 Swiss primary and secondary school teachers over the course of one school year, the present study examined the reciprocal relationship between teachers' perceived time pressure and emotional exhaustion and whether received social support from the school principal buffers this relationship. Results of a random intercept cross-lagged panel model show a strong relationship between teachers' perceived time pressure and emotional exhaustion at the between-person level, but no effects at the within-person level. Further, received social support was directly related to less perceived time pressure and less emotional exhaustion. The results showed neither evidence for reciprocal effects between perceived time pressure and emotional exhaustion nor for a buffering effect of received social support from the school principal. Concluding, present findings indicate that the receipt of social support from the school principal is a central job resource that beneficially relates to teachers' experience of time pressure and emotional exhaustion.
许多教师由于时间压力而承受着高强度的工作相关压力，随着时间的推移，这可能会导致各种健康问题，如情绪耗竭。然而，越来越多的证据表明这可能是一种相互影响的效应。此外，众所周知，感知到的社会支持可以缓冲压力（如时间压力）对健康结果的负面影响。对于所获得的社会支持的缓冲作用，人们了解得较少。基于1071名瑞士中小学教师在一学年期间的纵向数据，本研究考察了教师感知到的时间压力与情绪耗竭之间的相互关系，以及从校长那里获得的社会支持是否缓冲了这种关系。随机截距交叉滞后面板模型的结果表明，在个体间水平上，教师感知到的时间压力与情绪耗竭之间存在很强的关系，但在个体内水平上没有影响。此外，所获得的社会支持与较少的感知时间压力和较少的情绪耗竭直接相关。结果既没有显示出感知到的时间压力与情绪耗竭之间存在相互影响的证据，也没有显示出校长所提供的社会支持具有缓冲作用的证据。总之，目前的研究结果表明，从校长那里获得社会支持是一种重要的工作资源，它与教师的时间压力体验和情绪耗竭有着有益的关联。
