PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | RAM. Revista de Administração Mackenzie |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1678-69712020000100606 |
Resumo: | ABSTRACT Purpose: Test job fulfillment as a mediator of the relationship between work design and presenteeism in teachers. Originality/value: Presenteeism is one of the reasons for teachers to underperform in the classroom. Many models explain organizational results, among which the Job Characteristics Model. That model, however, has not yet been tested with presenteeism, and, as it proposes, it will be predicted by work design mediated by positive work-related attitudes (i.e., eudaimonic well-being). Design/methodology/approach: A total of 2,282 public school teachers participated in the study, of which 71.1% were women. They completed the scale of job fulfillment, the Stanford Presenteeism Scale, and the full work design taxonomy in the Brazilian version. Direct and mediated relationships were tested, and the Job Characteristics Model was partially confirmed. Findings: For not completing work, mediation is confirmed only to the task identity subcategory of work design. Here, direct relationships with scheduling autonomy and social support were observed. For avoiding distraction, mediation occurred only for social support, and comfort at work. The subcategories decision-making autonomy, physical demands, and job complexity are directly related. We discuss the mediating role of critical psychological states and other positive triggers that could mediate the relationship between work design and organizational outcomes, such as emotions. |
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PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICSPresenteeismWork designWell-beingTeachersJob Characteristics ModelABSTRACT Purpose: Test job fulfillment as a mediator of the relationship between work design and presenteeism in teachers. Originality/value: Presenteeism is one of the reasons for teachers to underperform in the classroom. Many models explain organizational results, among which the Job Characteristics Model. That model, however, has not yet been tested with presenteeism, and, as it proposes, it will be predicted by work design mediated by positive work-related attitudes (i.e., eudaimonic well-being). Design/methodology/approach: A total of 2,282 public school teachers participated in the study, of which 71.1% were women. They completed the scale of job fulfillment, the Stanford Presenteeism Scale, and the full work design taxonomy in the Brazilian version. Direct and mediated relationships were tested, and the Job Characteristics Model was partially confirmed. Findings: For not completing work, mediation is confirmed only to the task identity subcategory of work design. Here, direct relationships with scheduling autonomy and social support were observed. For avoiding distraction, mediation occurred only for social support, and comfort at work. The subcategories decision-making autonomy, physical demands, and job complexity are directly related. We discuss the mediating role of critical psychological states and other positive triggers that could mediate the relationship between work design and organizational outcomes, such as emotions.Editora MackenzieUniversidade Presbiteriana Mackenzie2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1678-69712020000100606RAM. Revista de Administração Mackenzie v.21 n.1 2020reponame:RAM. Revista de Administração Mackenzieinstname:Universidade Presbiteriana Mackenzie (UPM)instacron:MACKENZIE10.1590/1678-6971/eramd200123info:eu-repo/semantics/openAccessPÉREZ-NEBRA,AMALIA R.QUEIROGA,FABIANAOLIVEIRA,THIAGO A.eng2020-02-04T00:00:00Zoai:scielo:S1678-69712020000100606Revistahttps://www.scielo.br/j/ram/https://old.scielo.br/oai/scielo-oai.phprevista.adm@mackenzie.br1678-69711518-6776opendoar:2020-02-04T00:00RAM. Revista de Administração Mackenzie - Universidade Presbiteriana Mackenzie (UPM)false |
dc.title.none.fl_str_mv |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
title |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
spellingShingle |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS PÉREZ-NEBRA,AMALIA R. Presenteeism Work design Well-being Teachers Job Characteristics Model |
title_short |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
title_full |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
title_fullStr |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
title_full_unstemmed |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
title_sort |
PRESENTEEISM OF CLASS TEACHERS: WELL-BEING AS A CRITICAL PSYCHOLOGICAL STATE IN THE MEDIATION OF JOB CHARACTERISTICS |
author |
PÉREZ-NEBRA,AMALIA R. |
author_facet |
PÉREZ-NEBRA,AMALIA R. QUEIROGA,FABIANA OLIVEIRA,THIAGO A. |
author_role |
author |
author2 |
QUEIROGA,FABIANA OLIVEIRA,THIAGO A. |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
PÉREZ-NEBRA,AMALIA R. QUEIROGA,FABIANA OLIVEIRA,THIAGO A. |
dc.subject.por.fl_str_mv |
Presenteeism Work design Well-being Teachers Job Characteristics Model |
topic |
Presenteeism Work design Well-being Teachers Job Characteristics Model |
description |
ABSTRACT Purpose: Test job fulfillment as a mediator of the relationship between work design and presenteeism in teachers. Originality/value: Presenteeism is one of the reasons for teachers to underperform in the classroom. Many models explain organizational results, among which the Job Characteristics Model. That model, however, has not yet been tested with presenteeism, and, as it proposes, it will be predicted by work design mediated by positive work-related attitudes (i.e., eudaimonic well-being). Design/methodology/approach: A total of 2,282 public school teachers participated in the study, of which 71.1% were women. They completed the scale of job fulfillment, the Stanford Presenteeism Scale, and the full work design taxonomy in the Brazilian version. Direct and mediated relationships were tested, and the Job Characteristics Model was partially confirmed. Findings: For not completing work, mediation is confirmed only to the task identity subcategory of work design. Here, direct relationships with scheduling autonomy and social support were observed. For avoiding distraction, mediation occurred only for social support, and comfort at work. The subcategories decision-making autonomy, physical demands, and job complexity are directly related. We discuss the mediating role of critical psychological states and other positive triggers that could mediate the relationship between work design and organizational outcomes, such as emotions. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1678-69712020000100606 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1678-69712020000100606 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1678-6971/eramd200123 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Editora Mackenzie Universidade Presbiteriana Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie Universidade Presbiteriana Mackenzie |
dc.source.none.fl_str_mv |
RAM. Revista de Administração Mackenzie v.21 n.1 2020 reponame:RAM. Revista de Administração Mackenzie instname:Universidade Presbiteriana Mackenzie (UPM) instacron:MACKENZIE |
instname_str |
Universidade Presbiteriana Mackenzie (UPM) |
instacron_str |
MACKENZIE |
institution |
MACKENZIE |
reponame_str |
RAM. Revista de Administração Mackenzie |
collection |
RAM. Revista de Administração Mackenzie |
repository.name.fl_str_mv |
RAM. Revista de Administração Mackenzie - Universidade Presbiteriana Mackenzie (UPM) |
repository.mail.fl_str_mv |
revista.adm@mackenzie.br |
_version_ |
1752128650223812608 |