Abstract
This study examined the differences between moonlighters and non-moonlighters on job stress and well-being among college teachers in Canada. Well-being was operationalized in terms of burnout, job satisfaction, job involvement, turnover intention and job performance. Data were collected by means of a structured questionnaire using the procedure of mailback completed questionnaires (N = 420). One-way ANOVA, MANOVA and two-way ANOVA were used to analyze the data. Results generally supported the energic/opportunity hypothesis of moonlighters than the deprivation/constraint hypothesis. Limited support for age, gender, education, teaching experience and income as potential moderators of moonlighting status and outcome variables was found. Results are discussed in light of previous empirical evidence on dual-job holding and quality of work and non-work life. 1998 John Wiley & Sons, Ltd.
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