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Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

Author

Listed:
  • Petr Hlaďo

    (Faculty of Arts, Masaryk University, 602 00 Brno, Czech Republic)

  • Jaroslava Dosedlová

    (Faculty of Arts, Masaryk University, 602 00 Brno, Czech Republic)

  • Klára Harvánková

    (Faculty of Arts, Masaryk University, 602 00 Brno, Czech Republic)

  • Petr Novotný

    (Faculty of Arts, Masaryk University, 602 00 Brno, Czech Republic)

  • Jaroslav Gottfried

    (Faculty of Social Sciences, Masaryk University, 602 00 Brno, Czech Republic)

  • Karel Rečka

    (Faculty of Social Sciences, Masaryk University, 602 00 Brno, Czech Republic)

  • Markéta Petrovová

    (Faculty of Arts, Masaryk University, 602 00 Brno, Czech Republic
    Employee Preventive Care Clinic, Masaryk Memorial Cancer Institute, 656 53 Brno, Czech Republic)

  • Bohumil Pokorný

    (Faculty of Arts, Masaryk University, 602 00 Brno, Czech Republic
    Age Management z.s., Orlí 27, 602 00 Brno, Czech Republic)

  • Ilona Štorová

    (Age Management z.s., Orlí 27, 602 00 Brno, Czech Republic)

Abstract

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

Suggested Citation

  • Petr Hlaďo & Jaroslava Dosedlová & Klára Harvánková & Petr Novotný & Jaroslav Gottfried & Karel Rečka & Markéta Petrovová & Bohumil Pokorný & Ilona Štorová, 2020. "Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors," IJERPH, MDPI, vol. 17(24), pages 1-23, December.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:24:p:9185-:d:459021
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    References listed on IDEAS

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    Cited by:

    1. Henry Lipponen & Mirja Hirvensalo & Kasper Salin, 2022. "Older Physical Education Teachers’ Wellbeing at Work and Its Challenges," IJERPH, MDPI, vol. 19(21), pages 1-16, October.
    2. Jitka Volfová & Kamila Matysová & Diana Maria Vrânceanu & Claudia Elena Țuclea, 2023. "Telework Perception and Implications during COVID-19 in the Czech Republic," Central European Business Review, Prague University of Economics and Business, vol. 2023(4), pages 59-76.
    3. Jingyi Liao & Xin-Qiang Wang & Xiang Wang, 2023. "The Effect of Work Stress on the Well-Being of Primary and Secondary School Teachers in China," IJERPH, MDPI, vol. 20(2), pages 1-13, January.

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