The long arm of work: A motivational conflict perspective on teacher strain |
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| Institution: | 1. School of Education, Tel Aviv University, Israel;2. The Open University of Israel, Israel;1. Texas Christian University (TCU), Box 297900, Fort Worth, TX 76129, United States;2. Lynch School of Education, Boston College, MA, United States;3. Wayman Services, LLC, Austin, TX, United States;1. Stenden University of Applied Sciences, Leeuwarden, The Netherlands;2. Centrum voor Lectoraten & Onderzoek, The Hague University of Applied Sciences, The Hague, The Netherlands;3. Tilburg University, Human Resource Studies, Tilburg, The Netherlands |
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| Abstract: | Teacher strain is seen typically as a phenomenon within the job domain. Drawing on effort-recovery theory as well as on research on work–family conflict and motivational interference, we propose that intrapsychic conflict between different life domains also contributes to teachers' emotional exhaustion. Findings based on self-reports of 234 teachers show that particularly the negative impact of work on teachers' private life related positively to their emotional exhaustion, and that this effect is mostly mediated by motivational interference effects in the social domain. Hence, adequate leisure experiences and detachment from work seem to be crucial to prevent prolonged emotional strain. |
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| Keywords: | Burnout Emotional exhaustion Effort-recovery theory Motivational interference Teacher Work–family conflict |
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