活力
心理学
2019年冠状病毒病(COVID-19)
人事变更率
离职意向
社会心理学
结构方程建模
2019-20冠状病毒爆发
发展心理学
工作满意度
管理
生物
数学
统计
经济
传染病(医学专业)
爆发
病毒学
病理
疾病
神学
哲学
医学
标识
DOI:10.1080/01443410.2022.2036323
摘要
This study examined the role of two job resources (relatedness with students, relatedness with colleagues), two job demands (time pressure and disruptive student behaviour), and their unique and moderated associations with subjective work vitality and, in turn, turnover intentions among teachers during COVID-19. Data were collected from 325 Australian teachers when many schools were closed or reopening after the initial COVID-19 lockdown. Structural equation modelling (SEM) showed that time pressure (negatively) and relatedness with teachers (positively) were associated with subjective vitality. Disruptive behaviour and time pressure (both positively), along with relatedness with students and subjective vitality (both negatively) were associated with turnover intentions. In addition to these main associations, there was one significant interaction providing evidence of the buffering role of relatedness with students on turnover intentions. The findings yield knowledge of job resources that may help support teachers during subsequent waves of COVID-19 and other future disruptions.
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