Angelini Giacomo, Mamprin Caterina, Borrelli Ivan, Santoro Paolo Emilio, Gualano Maria Rosaria, Moscato Umberto, Fiorilli Caterina
Department of Human Sciences, University of LUMSA, Rome, Italy.
Faculté des sciences de l'éducation, Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada.
Health Psychol Behav Med. 2024 Oct 3;12(1):2404507. doi: 10.1080/21642850.2024.2404507. eCollection 2024.
Engaged teachers experience a positive, fulfilling, and work-related state of mind related to their work tasks able to affect their well-being positively. Nevertheless, teachers are particularly exposed to burnout risk, which is highly probable to occur during teachers' professional careers. The current study investigates the mediating effect of burnout, through which work engagement influences subjective well-being.
Participants were 807 Italian teachers (Female, 91.7%; = 47.54; SD = 9.91). Self-report instruments were administered to evaluate teachers' burnout (BAT, Burnout Assessment Tool), well-being (WHO-5 Well-being Index), and work engagement (UWES-3, Utrecht Work Engagement Scale).
Findings show that exhaustion (= -0.2162, < 0.001) and psychological distress (=-0.2811, < 0.001) mediate the relationship between work engagement and well-being (total effect, = 0.6409, < 0.001).
These results enable us to gain a deeper understanding of how the phenomenon of burnout impacts teachers' well-being, allowing us to design training, prevention, and evaluation programs that consider the complex nature of burnout.
敬业的教师会体验到一种与工作任务相关的积极、充实的工作心态，这种心态能够对他们的幸福感产生积极影响。然而，教师特别容易面临职业倦怠风险，这种风险在教师职业生涯中很有可能出现。本研究调查职业倦怠的中介作用，即工作投入如何通过职业倦怠影响主观幸福感。
研究对象为807名意大利教师（女性占91.7%；平均年龄=47.54岁；标准差=9.91）。采用自陈式量表来评估教师的职业倦怠（BAT，职业倦怠评估工具）、幸福感（WHO-5幸福感指数）和工作投入（UWES-3，乌得勒支工作投入量表）。
研究结果表明，疲惫感（=-0.2162，<0.001）和心理困扰（=-0.2811，<0.001）在工作投入与幸福感之间起中介作用（总效应，=0.6409，<0.001）。
这些结果使我们能够更深入地了解职业倦怠现象如何影响教师的幸福感，从而使我们能够设计出考虑到职业倦怠复杂性的培训、预防和评估方案。
