Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit

Factors associated with teachers' intention to leave their profession: teacher portraits from two European countries

Introduction

Turnover of teachers is an mportant factor that impedes building and maintaining sustainable positive pedagogical practices to facilitate students' adjustment. The aim of this study was to elicit a portrait of teachers wanting to leave their profession.

Methods

The research sample comprised 784 teachers from two European countries, namely 357 teachers from Latvia and 427 from Lithuania. Teachers were surveyed on their perceived stress, burnout, and intentions to leave their work alongside socio-demographic variables (age and work experience).

Results

It was found that although teachers in both countries reported moderate stress and burnout levels, Lithuanian teachers indicated higher levels of two burnout dimensions, namely exhaustion and inadequacy. However, Latvian teachers indicated significantly higher turnover intentions. The portrait of teachers who intended to leave their profession was different in both countries. An unexpected finding was that Latvian teachers with a higher desire to leave their profession indicated lower stress and burnout rates. They were mostly 45-64 years old and had more than 25 years of work experience. In Lithuania, teachers' intention to leave their work was reported by older and more experienced teachers experiencing higher stress and burnout.

Discussion

The findings highlight the need to consistently support the professional well-being of educators, both for committed teachers who want to stay in their profession and for those who might experience some detachment from their work at school.

Chinese Rural Kindergarten Teachers' Work-Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity

The loss of rural kindergarten teachers has become a common social concern in China, which is of great importance to the development of preschool education. This study conducted a survey of 2944 kindergarten teachers in mainland China, to explore the relationship between work-family conflict and turnover intention, the mediating effect of emotional exhaustion, and the moderating effect of professional identity. The study used the work-family conflict questionnaire, the emotional exhaustion scale, the turnover intention questionnaire, and the professional identity questionnaire. The results showed that (1) work-family conflict significantly predicted turnover intention; (2) emotional exhaustion played a mediating role between work-family conflict and turnover intention; and (3) professional identity moderated the latter half path of the mediation model, that is, strong professional identity alleviated the indirect predicting effect of work-family conflict on turnover intention through emotional exhaustion. The results clarified the influencing mechanism of work-family conflict on turnover intention, which could help improve rural preschool teachers' positive emotions and reducing turnover.

The job demands-resource model and performance: the mediating role of employee engagement

In case of a major social crisis, such as the coronavirus pandemic, the most important measure is to identify the determinants influencing employee health and well-being, which are directly linked to workplace job performance. Many studies have explored the role of employee engagement in the relationship between job resources, psychological capital, and job performance; however, only a few have investigated the relationships reflecting rapid changes in the work environment represented by digital transformation and a major social crisis. Considering this, this study examines how job autonomy and psychological well-being, which lower employee anxiety about health and welfare, influence in-role performance in the form of proactive employee characteristics as well as extra-role performance in the form of prosocial behavior, as mediated by employee engagement. The results of the data analysis of 1,092 corporate employees in Korea supported this model. Specifically, job autonomy and psychological well-being influence job performance (i.e., personal initiative and prosocial behavior) through improvements in employee engagement. Based on these findings, the study also discusses the implications of the results, future directions, and limitations.

A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers

Introduction

This study aimed to investigate the relationship among teacher enthusiasm and teacher self-efficacy, grit, and teacher psychological well-being among Chinese English as a foreign language (EFL) teachers.

Methods

A sample of 553 Chinese EFL teachers completed self-report measures of teacher enthusiasm, teacher self-efficacy, grit, and teacher psychological well-being. Confirmatory factor analysis was used to confirm the validity of the scales, and structural equation modeling was used to test the hypothesized model.

Results

The results indicated that teacher self-efficacy and grit were positively associated with teacher psychological well-being, providing support for the importance of these teacher characteristics in promoting teacher well-being. Furthermore, teacher enthusiasm was found to have an indirect effect on teacher psychological well-being through the mediation of teacher grit, providing evidence for the importance of teacher motivation and engagement in promoting teacher well-being. The partial mediation model was found to be the best fitting model.

Discussion

These findings have important implications for the development of interventions and programs aimed at promoting teacher well-being in the context of EFL teaching.

The Importance of School Leaders' Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach

Schools are considered as important settings for health education and the promotion of functioning, healthy people. Health-promoting schools (HPS) take a holistic approach to health promotion that addresses all school levels and members of the school community. Although it is assumed that school leaders are crucial in the implementation of HPS, little is known so far about which specific factors are relevant. The purpose of this study was to analyze the role of school leaders' attitudes, health literacy, and health status in HPS implementation. An online survey was conducted in June 2021, and the final sample consisted of N = 358 school leaders. Regression and moderation analyses were conducted to answer the research questions. The results showed the relevance of health literacy and attitudes toward HPS for the implementation of HPS. By contrast, only some aspects of health status are relevant. Attitudes toward HPS moderate the effect of health literacy on HPS implementation, with positive attitudes toward HPS amplifying the effect. Implications for practice and future research are discussed.

The Mediator Role of Organizational Justice in the Relationship Between School Principals' Agile Leadership Characteristics and Teachers' Job Satisfaction

Teachers with high job satisfaction become more effective and productive by showing high performance and positively affecting student and school outcomes. This study investigates the relationship between school principals' agile leadership characteristics, organizational justice, and job satisfaction, and sheds light on the role of organizational justice in the relationship between agile leadership and job satisfaction. To achieve this aim, a theoretical model has been put forward and this model has been tested with the data collected from 409 teachers working in public schools in Istanbul. The results show that school principals with high agile leadership characteristics and organizational justice are associated with teachers' job satisfaction. The analyses also indicate that organizational justice strongly contributes to the relationship between agile leadership and job satisfaction and plays an important role in the relationship between the two determinants.

Toward the Impact of English as a Foreign Language Teachers' Grit and Self-Efficacy on Their Burnout

Due to the adverse effects of teachers' burnout on their professional performance, remarkable attention has been devoted to this mental state and its negative predictors. In this regard, multiple empirical research has been carried out to assess the effects of grit and self-efficacy as negative predictors of teacher burnout. Yet, no empirical or review study has delved into the impact of these variables at the same time. The current study attempts to fill this gap by delineating the impact of English as a Foreign Language (EFL) teachers' grit and self-efficacy on their burnout. The significant role of grit and self-efficacy in curbing EFL teachers' burnout was illustrated using theoretical and empirical evidence. The pedagogical implications are also offered.

Chinese English as Foreign Language Teachers' Self-Efficacy and Motivation as Predictors of Burnout

In contemporary education, educators are a central and focal component of academic structures accountable for education growth. Educators have an effective role in presenting and planning an effective and important academic program. However, they usually experience burnout due to their stressful job that affects the procedure of their teaching. So, considering the variables that help them in mitigating their burnout should be taken into account. The concept such as educator efficacy has recently attracted significant attention in education fields which by itself emphasizes educators and gets them into the focus of attention in education. Also, the concept of motivation has a strong relationship with the expert aspect of the educators and its significance for language educators and their students are increasingly gaining respect in various worldwide settings, in which lower educators' motivation is generally a reason for distress. To focus on the predictability role of these constructs on teachers' burnout, 428 female and male Chinese English as Foreign Language (EFL) teachers from more than 17 cities in nine provinces of China were asked to fill out the three scales, namely, teacher motivation, efficacy, and burnout. The main results of the study, achieved through Pearson Correlation, postulate that the relationships exist among the variables of the study, and by running multiple regression analysis, it is revealed that both variables, namely, self-efficacy and motivation, were the predictors of teachers' burnout, while self-efficacy was a better predictor. Regarding the applications, educator training plans can focus more on educator self-efficacy and motivation, because of their proven important role in decreasing educator burnout.

Working Conditions Influencing Junior School Principalship as a Satisfying Profession: A Cross-Country Comparative Study

Although prior studies have extensively investigated the effect of working conditions upon professional satisfaction, the cross-national variance in the effect remains largely understudied due to technical or financial restrictions. The Teaching and Learning International Survey (TALIS) provides an opportunity to investigate the cross-country differences in the impact of working conditions upon principals’ professional satisfaction. The current study attempts to investigate the overall and specific effects of principals’ workplace environment satisfaction, rewards satisfaction, and workload stress on their professional satisfaction in 47 countries included in the TALIS 2018. The results indicate that workplace environment, rather than the typically regarded effort-reward issues, is the most powerful contributor to individual principals’ professional satisfaction across 47 countries, while, in countries with low overall professional satisfaction, rewards satisfaction and workload stress are more powerful predictors for principals’ professional satisfaction on the country level. This study may inform policymakers in school principal stimulation and retention that effective practice to stimulate and/or retain school principals may vary across countries and research findings derived from data on the individual level may not be applicable to practice on the country level.

Work stress and turnover intention among Chinese rural school principals: A mediated moderation study

To test the impact of work stress on Chinese rural school principal turnover intention, 490 rural school principals in the mainland of China were asked to participate in a survey. Multiple linear regression analyses showed that work stress had a positive relation with turnover intention, while achievement motivation and place attachment had negative relations. Additionally, place attachment was a protective factor that could reduce the negative effect of work stress on job satisfaction or the positive effect of work stress on turnover intention. Additionally, the moderating effects of place attachment were mediated by job satisfaction. These findings can enrich our understanding of the relation between work stress and school principal turnover behavior and can provide some suggestions for reducing school principal turnover intention in developing countries such as the mainland of China.

Relationship between age, category and experience with the soccer referee's self-efficacy

Soccer referees (SRs) encounter stressful situations during competitions and sometimes even outside them, which may affect their decision making. Therefore, it is important that they possess or acquire optimal levels of self-efficacy, since it is related to less stress during competition, also guaranteeing sports performance and prevent sports abandonment. The objectives of this study were to characterize the profile, in terms of self-efficacy, of SRs depending on their category, age, and experience and to determine the relationship of these factors on SR self-efficacy. Two-hundred fifty-six Spanish referees participated in this study and Referee Self-Efficacy Scale was administered and completed. The results indicated that the SRs older than 25 years, of national category, and with experience greater than or equal to 8 years, have higher levels of self-efficacy than those with the least (p < .01). Likewise, moderate positive correlations were also observed between global self-efficacy and the category, age, and experience of the SRs. In conclusion, age, category and experience factors relate the self-efficacy of the SR, which can explain up to 17% of the variance, affecting decision-making and other decisive behaviors in the competition. These findings are of interest to delegations and referee committees seeking to implement psychological intervention programs to prevent burnout and abandonment of sports practice due to the consequences of low self-efficacy.

Unusual purchasing behavior during the early stages of the COVID-19 pandemic: The stimulus-organism-response approach

During the COVID-19 pandemic, unusual consumer behavior, such as hoarding toilet paper, was reported globally. We investigated this behavior when fears of consumer market disruptions started circulating, to capture human behavior in this unique situation. Based on the stimulus-organism-response (S-O-R) framework, we propose a structural model connecting exposure to online information sources (environmental stimuli) to two behavioral responses: unusual purchases and voluntary self-isolation. To test the proposed model, we collected data from 211 Finnish respondents via an online survey, and carried out analysis using PLS-SEM. We found a strong link between self-intention to self-isolate and intention to make unusual purchases, providing empirical evidence that the reported consumer behavior was directly linked to anticipated time spent in self-isolation. The results further revealed exposure to online information sources led to increased information overload and cyberchondria. Information overload was also a strong predictor of cyberchondria. Perceived severity of the situation and cyberchondria had significant impacts on people's intention to make unusual purchases and voluntarily self-isolate. Future research is needed to confirm the long-term effects of the pandemic on consumer and retail services.

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We investigate people's purchase and isolation behavior during the COVID19 pandemic.

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Information source exposure leads to information overload (IO) and cyberchondria.

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IO had a negative effect on perceived severity, whereas cyberchondria had a positive impact.

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Perceived severity (PS) positively affected intentions to self-isolate and unusual purchases.

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Purchase self-efficacy reinforces the influence of PS on unusual purchases.

The Principal at Risk: Stress and Organizing Mindfulness in the School Context

Background: In recent years the role of school principals is becoming increasingly complex and responsible. Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). Results: The study has produced a path analysis model in which the relationships between the main predictors of principals' work discomfort were explained. The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = -0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). Conclusions: The model developed in this study suggests that focusing on organizing mindfulness can be a valuable guideline for interventions.

Stress, Burnout, and Turnover Issues of Black Expatriate Education Professionals in South Korea: Social Biases, Discrimination, and Workplace Bullying

The purpose of this study is to understand expatriate educators’ overall teaching experiences and opinions about living in South Korea. The research study sought to explore the relationship between stressors and social biases against Black individuals and their suicidal behaviours and turnover decisions. The approach of stress, burnout, career decision, and suicide guided this study as the lens. The research method for this study included a phenomenological analysis of two sessions of semi-structured interviews with 18 Black expatriates in the field of education in South Korea. The results indicate that their experiences were impacted by unfairness against individuals based on their skin colour and nationalities. The outcomes of this study highlight the major difficulties experienced by foreign professionals living in South Korea. They can be used by human resource professionals, school administrators, and government leaders to reform their current policy and improve expatriate experiences so as to prevent turnover.

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

Purpose

There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.

Design/methodology/approach

A total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.

Findings

We found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.

Originality/value

We argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

School principal self-efficacy for instructional leadership: relations with engagement, emotional exhaustion and motivation to quit

The current study explored relations between principal self-efficacy for instructional leadership, emotional exhaustion, engagement, and motivation to quit the work as a principal. Participants in the study were 340 principals in elementary school and high school in five randomly selected counties in Norway. The theoretical frameworks for the study were self-efficacy theory and theoretical perspectives on instructional leadership. A new 15-item “Norwegian self-efficacy for instructional leadership scale” consisting of five subscales was developed and tested by means of confirmatory factor analyses. Both a model defining five correlated primary factors (Model 1) and a model defining a single second order factor (Model 2) had good fit to the data. SEM analysis revealed that self-efficacy for instructional leadership was negatively related to emotional exhaustion and positively related to engagement, indicating good criterion validity of the scale. Self-efficacy was also negatively related to motivation to quit. This relation was indirect and mediated through both emotional exhaustion and engagement. The dimension of self-efficacy for instructional leadership that was most strongly associated with emotional exhaustion and engagement was self-efficacy for motivating teachers. The dimension that was most weakly related to these variables was self-efficacy for creating a positive and safe learning environment for the students.

Self-Efficacy and Research Capacity of Clinical Nurses in China

BACKGROUND

Research capacity is essential to nursing profession development. Literature about the research capacity of Chinese nurses is scarce, especially regarding self-efficacy.

METHOD

A cross-sectional design with a cluster random sample of 780 clinical nurses was recruited from five tertiary hospitals in China. Self-reported data were collected with a Demographic Data Form, General Self-Efficacy Scale, and Self-Rating Scale of Nurses' Research Capacity.

RESULTS

The majority (60.9%) of the nurses' research capacity was at a low level. A positive correlation was found between self-efficacy and research capacity among clinical nurses (r = .287, p < .01). Multiple linear regression analyses indicated that educational level, self-efficacy, support level, and position were predictors that explained 31.9% of the variance of research capacity.

CONCLUSION

Chinese nurses' research capacity is insufficient. Educational level, self-efficacy, support level, and position contributed to nurses' research capacity. Nurse administrators should engage in improving Chinese nurses' self-efficacy to facilitate research capacity. It is necessary to develop continuing education to enhance Chinese nurses' research capacity. [J Contin Educ Nurs. 2019;50(11):509-516.].

Measuring Athletic Mental Energy (AME): Instrument Development and Validation

Although considerable research indicates that mental energy is an important factor in many domains, including athletic performance (Cook and Davis, 2006), athletic mental energy (AME) has never been conceptualized and measured. Therefore, the aim of this study was to conceptualize and develop a reliable and valid instrument to assess AME. In Study 1, a focus group interview established the initial framework of AME. Study 2 used a survey to collect athletes' experiences of AME and develop a scale draft titled “Athletic Mental Energy Scale (AMES).” In Study 3, we examined the psychometric properties and the underlying structure of AMES via item analysis, internal consistency, and exploratory factor analysis (EFA). In Study 4, we used confirmatory factor analysis (CFA) to examine AMES's factorial validity; and examined concurrent and discriminant validity by examining correlations with athletes' life stress, positive state of mind, and burnout. In study 5, we examined the measurement invariance of the 6-factor, 18-item AMES with Taiwanese and Malaysian samples. Study 6 examined the predictive validity by comparing AMES scores of successful and unsuccessful martial artists. Across these phases, results showed a 6-factor, 18-item AMES had adequate content validity, factorial structure, nomological validity, discriminant validity, predictive validity, measurement invariance, and reliability. We suggest future studies may use AMES to examine its relationships with athletes' cognition, affect, and performance. The application of AMES in sport psychology was also discussed.

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (set-ESEM), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal's psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors.

Factors affecting principals’ adoption of and satisfaction with market-driven externally developed reforms

Purpose

The purpose of this paper is to explore the motives, opportunities, and threats associated with the adoption of market-driven externally developed reforms (EDRs) as well as how these motivator factors, combined with background variables, account for school principals’ satisfaction with EDR adoption.

Design/methodology/approach

Principals from 208 Israeli schools (grades 1-9) completed anonymous self-report questionnaires about the factors motivating their decision to implement EDRs and their satisfaction with these reform programmes in their schools. Validity and reliability tests, bivariate correlations and Pearson tests, paired t-tests, and a step-by-step multiple regression analysis were performed to examine the associations between the independent variables (individual and institutional variables, and motives, opportunities, and threats), and principals’ satisfaction with aspects of the EDRs.

Findings

Participants reported opportunities in the areas of pedagogy, learning excellence, teacher growth, and school climate. Threats were moderate-low and related to school faculty resistance, principals’ dependence on stakeholders, and difficulties in implementing EDRs. Of the political and the pedagogic motives, the latter was the sole motive associated with principals’ satisfaction with the EDRs. Findings fit within Herzberg’s two-factor theory and Festinger’s cognitive dissonance theory.

Originality/value

Studies on the factors motivating adoption of EDRs are scarce; this is the first to explore motivators’ effects on principals’ satisfaction. It is likely to help principals and decision makers in educational institutions construe the varied factors that affect the adoption of EDRs from senior officials’ viewpoints. Understanding these factors is highly important to the field worldwide because of the growing need to adopt EDRs.

Predictors of burnout and health status in Samaritans' listening volunteers

Samaritan listening volunteers provide emotional support to people in distress or suicidal. Samaritans' has high volunteer turnover, which may be due to burnout. This study evaluated the role of demographic and psychosocial factors in predicting Samaritans listening volunteers' burnout and health status. Samaritans' listening volunteers (n = 216) from seven branches across UK completed an online survey to assess their levels of burnout (emotional exhaustion, depersonalisation, personal accomplishment), subjective health status, coping, empathy and social support. Overall, listeners showed low levels of burnout and good health. Regression analysis revealed that higher emotional exhaustion was predicted by younger age and avoidant coping style; higher depersonalisation was predicted by lower empathy fantasy and higher avoidant coping style; lower personal accomplishment scores were predicted by higher empathy personal distress and worse health status was predicted by more hours per week spent on listening duties, lower social support and higher avoidant coping style. Overall, different factors influenced different facets of burnout. However, higher use of avoidant coping style consistently predicted higher burnout and worse health status, suggesting avoidant coping is an important target for intervention.

Professional and practice characteristics associated with self-efficacy in assessment and intervention among social workers in aging

This study examined professional and practice characteristics associated with assessment and intervention self-efficacy among gerontological social workers in Ontario, Canada who participated in online surveys. Results from multivariate analyses indicated that higher client acuity, longer duration of practice experience, smaller caseloads, and a greater proportion of clients 85 and over were significantly associated with greater assessment self-efficacy. Greater client acuity and smaller caseloads were also significantly associated with greater intervention self-efficacy. Implications for education include the importance of providing practical experience with the oldest old and with clients with greater biopsychosocial complexity. Also recommended is the need for manageable caseloads, especially when older adults with complex needs are part of the practice milieu.

Task Characteristics, Task Process, Task Structure and their Relationship with Work and Personal Burnout

This research focuses on identifying the relationship of task characteristics, task process and task structure with work and personal burnout of individuals working in a group. A sample comprising of Information Technology (IT) and Information Technology Enabled Services (ITES) professionals, working in group setting, were surveyed using a structured questionnaire measuring the constructs. A structural equation model was performed and fitness measures of the model confirm significant relationship among the task characteristics, process and structure with work and personal burnout. In particular, the study results suggest that the task characteristics affects work burnout rather than personal burnout, that task process explicate moderately both personal and work burnout and finally, task structure is strongly related to personal burnout relative to work burnout.

The influence of adjunctive treatment and metacognitive deficits in schizophrenia on the experience of work

Enhancing work function is now widely considered a core element of comprehensive schizophrenia treatment. While research efforts have illuminated factors that influence how well patients perform at work, less is known about the factors influencing the subjective experience of work. It is not known how, and to what extent, symptoms, cognitive deficits or metacognitive capacities impact job satisfaction and whether treatment can have an effect on job satisfaction. To explore this issue, data from a trial in which participants in a six-month vocational program were assigned to either a standard support group or a cognitive behavioral group therapy, and asked to fill in weekly self-reports of job satisfaction was analyzed. Work satisfaction and the consistency of these ratings were compared between the two groups and the moderating influence of metacognitive capacity was analyzed. A significant interaction effect revealed that higher metacognitive capacity predicted higher average job satisfaction only in the CBT group. Additionally, higher metacognitive capacity led to a more varied appraisal of work satisfaction only in the support group.

Effects of core self-evaluations on the job burnout of nurses: the mediator of organizational commitment

Objective

To explore the impact of Core self-evaluations on job burnout of nurses, and especially to test and verify the mediator role of organizational commitment between the two variables.

Method

Random cluster sampling was used to pick up participants sample, which consisted of 445 nurses of a hospital in Shanghai. Core self-evaluations questionnaire, job burnout scale and organizational commitment scale were administrated to the study participants.

Results

There are significant relationships between Core self-evaluations and dimensions of job burnout and organizational commitment. There is a significant mediation effect of organizational commitment between Core self-evaluations and job burnout.

Conclusions

To enhance nurses’ Core self-evaluations can reduce the incidence of job burnout.