Scholarlink

<p>This study examined how job demands and resources influence teachers’ professional well-being across countries. Using data from 254,170 teachers in 47 OECD countries (TALIS 2018), we applied multigroup path analyses to test the main and interaction effects of workload stress, barriers to professional learning, and two job resources—collegial and participatory climates. Results showed that job resources enhanced well-being, whereas job demands reduced it. The collegial climate had the strongest positive link with job satisfaction and self-efficacy. Both resources buffered the negative effects of demands, supporting the Job Demands-Resources framework. These findings emphasise that supportive and participatory school environments are essential for sustaining teachers’ professional well-being globally.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teachers’ Professional Well-Being Across Borders: The Interaction Between Job Demands and Resources

  • 期刊论文

  • 发表日期：

    2026年3月4日

查看全文
  • Dongqing Yu,
  • Junjun Chen,
  • Masoumeh Kouhsari

摘要

This study examined how job demands and resources influence teachers’ professional well-being across countries. Using data from 254,170 teachers in 47 OECD countries (TALIS 2018), we applied multigroup path analyses to test the main and interaction effects of workload stress, barriers to professional learning, and two job resources—collegial and participatory climates. Results showed that job resources enhanced well-being, whereas job demands reduced it. The collegial climate had the strongest positive link with job satisfaction and self-efficacy. Both resources buffered the negative effects of demands, supporting the Job Demands-Resources framework. These findings emphasise that supportive and participatory school environments are essential for sustaining teachers’ professional well-being globally.