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How to mobilize social support against workload and burnout: The role of organizational identification
ARTICLE

, , Department of Psychology and Cognitive Science, Italy ; , , , Department of Education and Learning (DFA), Switzerland ; , Department of Political and Social Sciences, Italy ; , Institute of Psychology and Center for Leadership and Behavior in Organizations, Germany

TATE Volume 69, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Recent theoretical and empirical research outlined the role of organizational identification in the stress process. We provide an empirical test of the social identity model of stress by testing a two-step mediation model of the identification-burnout link. We hypothesize that strongly identified teachers will receive more support from colleagues which, in turn, relates to perceptions of reduced workload, which finally leads to both lower work- and student-related burnout. We tested our model in a large cross-sectional sample of 2685 Swiss teachers representing half of the teacher population of Ticino Canton. Hypotheses were supported. Implications for theory and practice are discussed.

Citation

Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C. & van Dick, R. (2018). How to mobilize social support against workload and burnout: The role of organizational identification. Teaching and Teacher Education: An International Journal of Research and Studies, 69(1), 154-167. Elsevier Ltd. Retrieved September 26, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.10.001

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