Abstract
ABSTRACT Purpose: Test job fulfillment as a mediator of the relationship between work design and presenteeism in teachers. Originality/value: Presenteeism is one of the reasons for teachers to underperform in the classroom. Many models explain organizational results, among which the Job Characteristics Model. That model, however, has not yet been tested with presenteeism, and, as it proposes, it will be predicted by work design mediated by positive work-related attitudes (i.e., eudaimonic well-being). Design/methodology/approach: A total of 2,282 public school teachers participated in the study, of which 71.1% were women. They completed the scale of job fulfillment, the Stanford Presenteeism Scale, and the full work design taxonomy in the Brazilian version. Direct and mediated relationships were tested, and the Job Characteristics Model was partially confirmed. Findings: For not completing work, mediation is confirmed only to the task identity subcategory of work design. Here, direct relationships with scheduling autonomy and social support were observed. For avoiding distraction, mediation occurred only for social support, and comfort at work. The subcategories decision-making autonomy, physical demands, and job complexity are directly related. We discuss the mediating role of critical psychological states and other positive triggers that could mediate the relationship between work design and organizational outcomes, such as emotions.
Highlights
IntroductionSome factors can and do influence teachers when performing their duties: public policies, pedagogical projects, education guidelines, social and economic aspects, management, job characteristics, relationship with students, and subjective variables (Cotta, 2001)
Education is one of the basic rights granted to individuals and ensured in the Brazilian Federal Constitution
Teacher’s work is perceived as little interdependent, i.e., teachers are little dependent from the others to perform their tasks, and their perception of context can be improved, considering that all means in this category are below the mean point of the scale: comfort, physical demands, work conditions, and equipment use
Summary
Some factors can and do influence teachers when performing their duties: public policies, pedagogical projects, education guidelines, social and economic aspects, management, job characteristics, relationship with students, and subjective variables (Cotta, 2001). Staying at work may entail consequences to the workers’ performance and affect the possibility of fulfilling the organizational goals and targets. These consequences are even sharper in the school context, as the on-site educational model is based on the teacher-student interaction. Disturbances in that interaction caused by the teachers’ sickening harm the process flow and development over the academic year, and can pull down performance, motivation, and links established in the classroom
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