How to mobilize social support against workload and burnout: The role of organizational identification |
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| Institution: | 1. Department of Psychology and Cognitive Science, University of Trento, Italy;2. Department of Education and Learning (DFA), University of Applied Sciences and Arts of Southern Switzerland, Locarno, Switzerland;3. Department of Political and Social Sciences, University of Bologna, Italy;4. Institute of Psychology and Center for Leadership and Behavior in Organizations, Goethe University Frankfurt, Germany;1. Boston University, School of Education, 2 Silber Way, Boston, MA 02215, United States;2. Utah Valley University, School of Education, 800 West University Parkway, Orem, UT 84058, United States;1. College of Education, Sultan Qaboos University, Oman;2. College of Education, Ain Shams University, Egypt;3. Center for Research on Sustainable Leadership, College of Management, Mahidol University, Thailand;4. Dept. of Educational Leadership and Management, University of Johannesburg, South Africa;1. University of Guayaquil, Ecuador;2. Program Prometeo-Senescyt, Ecuador;3. University of Granada, Spain;1. Department of Language, Literacy and Sociocultural Education, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028, United States;2. Department of Educational Services and Leadership, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028, United States;3. Department of Educational Sciences, Faculty of Education, University of Burgos, c/ Villadiego 1, 09001 Burgos, Spain |
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| 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. |
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| Keywords: | Social identity model of stress Organizational identification Teacher burnout Social support Workload |
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