Abstract
This study integrated personal factors into the job demands-resources (JD-R) model to examine school- and individual-level predictors of teacher well-being. Survey data were gathered from 1,656 teachers from 54 schools. The results of hierarchical linear modeling indicated that the school-level emotional job demands of teaching and suppression at the individual level were positively related to teachers' anxiety and depression whereas school-level trust in colleagues and individual-level reappraisal were positively associated with enthusiasm and contentment. Positive relationship between emotional job demands and suppression was also found. These findings support the claim that reappraisal should be considered a personal resource and suppression a personal demand.
Highlights
The job demands-resources (JD-R) model developed by Bakker and his colleagues (Demerouti et al, 2001; Bakker and Demerouti, 2007, 2014, 2017; Schaufeli and Taris, 2014) is a broadly defined and widely used conceptual framework for understanding individuals’ well-being and performance in the workplace
Emotional job demands at school were significantly associated with positive and negative display rule perceptions and were not associated with trust in colleagues
Trust in colleagues was positively related to positive display rule perceptions but not to negative display rule perceptions
Summary
The job demands-resources (JD-R) model developed by Bakker and his colleagues (Demerouti et al, 2001; Bakker and Demerouti, 2007, 2014, 2017; Schaufeli and Taris, 2014) is a broadly defined and widely used conceptual framework for understanding individuals’ well-being and performance in the workplace. In this framework, all work environments and job characteristics fall into two general categories: job demands and job resources. According to Gross (1998, 2015), individuals use two general strategies to regulate their emotions: cognitive reappraisal, an antecedent-focused emotion regulation strategy that involves reappraising emotioneliciting situations before the arousal of emotions, and expressive suppression, a response-focused regulation strategy that involves inhibiting emotional tendencies once the emotion has already been
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