Abstract
Educational management and social psychology researchers have frequently suggested that job burnout and even turnover intention of college teachers can be induced by stress, which is an inherent part of fast-changing environments and advanced educational technology. However, studies about the contingency effect remain limited. We articulate the effect of role stress and technostress by integrating organizational behaviour and educational management literature. Particularly, this study tries to investigate the moderating effect of teacher agility and leader-member exchange differentiation on suppressing burnout. According to the job demands-resources model, we proposed that the negative effect of stress on burnout depends on the degree of agility and leader-member change quality (LMXD). A study of 271 samples supports the propositions. Specifically, the adverse effect of role stress on job burnout is strengthened by both employee agility and LMXD. We further elaborate theoretical implications on educational management, social psychology, and job demands-resources model.
Highlights
Job burnout refers to a series of negative mental experiences from chronic exposure to stress [1]
At the same time, they are inclined to feel more stressed in a situation where various education-related technologies emerge successively and change rapidly [31]. us, as teachers strive to change conventional occupational practices and habits [32], it is inevitable that teachers will experience securityrelated technostress (SRTS), which results in losing confidence and missing the previous catching-up opportunity through mastering educational technologies [20, 32], resulting in increasing job burnout. erefore, we propose the following hypotheses
Drawing on the JD-R model [23], we propose that teachers with a high level of agility will weaken the efficacy of role stress and technostress, leading to a suppressing of teacher burnout. erefore, this study attempts to explore the moderating effect of teacher agility on the link of security-related role stress and technostress on teacher burnout
Summary
Job burnout refers to a series of negative mental experiences from chronic exposure to stress [1]. Based on the job demands-resources model, we try to achieve these following research targets: (1) to elaborate the SRRS and SRTS as essential antecedents to understand teacher burnout; and, (2) to explore moderating variables changing the extent of efficacy to which SRRS and SRTS impact on teacher burnout. Teachers with high agility will actively seek for solutions and leader support to break through the role dilemma and make decisions effectively and efficiently [35] Those teachers with high agility are more adept at capitalizing on an emerging chance, in the ever-changing situation of education-related technologies [36]. Erefore, this study attempts to explore the moderating effect of teacher agility on the link of security-related role stress and technostress on teacher burnout. (ii) H3b: compared with being low, the negative effect of SRTS on job burnout is more salient when LMXD is high
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