How to mobilize social support against workload and burnout: The role of organizational identification
Lorenzo Avanzi, Franco Fraccaroli, Department of Psychology and Cognitive Science, Italy ; Luciana Castelli, Jenny Marcionetti, Alberto Crescentini, Department of Education and Learning (DFA), Switzerland ; Cristian Balducci, Department of Political and Social Sciences, Italy ; Rolf van Dick, Institute of Psychology and Center for Leadership and Behavior in Organizations, Germany
TATE Volume 69, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.