Mediating and Moderating Variables in the Relationship Between Emotional Demands and Teachers’ Emotional Exhaustion
Teachers tend to suffer high levels of emotional exhaustion, a variable that is associated with poor mental health and lower job performance. The present study analyzed how emotional demands, emotional dissonance, and self-efficacy to cope with stress interact in predicting teachers’ emotional exhau...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Colegio Oficial de Psicólogos de Madrid |
| Repositorio: | Journal of Work and Organizational Psychology |
| OAI Identifier: | oai:journals.copmadrid.org:jwop/art/jwop2024a3 |
| Acceso en línea: | https://doi.org/10.5093/jwop2024a3 |
| Access Level: | acceso abierto |
| Palabra clave: | Emotional exhaustion, Emotional demands, Emotional dissonance, Self-efficacy, Moderated mediation Agotamiento emocional, Exigencias emocionales, Disonancia emocional, Autoeficacia, Mediación moderada |
| Sumario: | Teachers tend to suffer high levels of emotional exhaustion, a variable that is associated with poor mental health and lower job performance. The present study analyzed how emotional demands, emotional dissonance, and self-efficacy to cope with stress interact in predicting teachers’ emotional exhaustion. To conduct this longitudinal research, 108 Andalusian teachers (57.3% women; mean age = 45.30, SD = 8.68) completed an online survey at three different time points. Moderated mediation analysis suggested that emotional dissonance mediated the relationship between emotional demands and emotional exhaustion, with self-efficacy acting as a moderator between the two. Teachers who perceived high emotional demands saw their levels of emotional dissonance increase, which in turn led to an increase in emotional exhaustion. In addition, self-efficacy acted as a protective factor against emotional exhaustion, buffering the negative effect of emotional dissonance. Strengthening these protective variables through interventions that increase levels of self-efficacy to cope with stress and reduce levels of emotional dissonance could help prevent teachers’ emotional exhaustion. |
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