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The Interplay of Matching and Non‐Matching Job Demands and Resources on Emotional Exhaustion among Teachers
Author(s) -
Feuerhahn Nicolas,
Bellingrath Silja,
Kudielka Brigitte M.
Publication year - 2013
Publication title -
applied psychology: health and well‐being
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.276
H-Index - 31
eISSN - 1758-0854
pISSN - 1758-0846
DOI - 10.1111/aphw.12002
Subject(s) - matching (statistics) , emotional exhaustion , psychology , social psychology , burnout , clinical psychology , mathematics , statistics
Background: We investigated how matching and non‐matching demands and resources are related to emotional exhaustion ( EE ) in teachers. Theoretically, we draw on the D emand‐ I nduced S train C ompensation ( DISC ) model that proposes that demands, resources, and strains are multidimensional and comprise emotional, cognitive, and physical components. We first tested whether resources compensate aversive effects of demands. Second, as proposed by the triple‐match principle, we tested whether interaction effects between job demands and resources are most likely if demands, resources, and outcomes relate to the same dimension. Methods: We retrieved data from 177 school teachers; a subsample was re‐examined after a time lag of about 21 month ( N = 56). Results: Linear regression analyses reveal concurrent and longitudinal main and interaction effects of teacher‐specific emotional and cognitive job demands and resources on EE . Conclusion: Results support the compensation principle and triple‐match principle. Therefore, the DISC model seems to provide a valuable framework for the study of interaction effects in job stress research and, in particular, for interventions to reduce job strain in teachers.