The impact of perceived organizational support on the relationship between job stress and burnout: a mediating or moderating role?
- 207 Downloads
Compared to social support, organizational support in the job stress–burnout relationship has received little attention. Drawing on perceived organizational support (POS) theory and the notion of support as a stress buffer, this study examines the mediating and moderating effects of POS on the relationships between job stress and the three components of burnout (exhaustion, cynicism, and inefficacy) using a sample of 351 teachers in China. We found that job stress had significant main effects and indirect effects via POS on exhaustion and inefficacy, but not cynicism. The hypotheses of POS moderating effects of job stress on the three components of burnout were not supported. Moreover, job stress had a stronger effect on exhaustion among head teachers compared to non-head teachers and a stronger effect on inefficacy among non-head teachers. Exhaustion predicted cynicism, which predicted inefficacy. The theoretical and practical implications of these findings are discussed.
KeywordsJob stress POS Exhaustion Cynicism Inefficacy
This study was funded by The Lingnan Normal University Special Project for Talents (grant numberZW1803).
Compliance with Ethical Standards
Conflict of Interest
Author Zhihua Xu has received grant from Lingnan Normal University Special Project for Talents (grant number ZW1803). Author Fu Yang declares that he has no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
- Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks: Sage.Google Scholar
- Chen, K. (2007). Research on the present situation of secondary school teachers’ burnout and its characteristics under the different demographic variables. Journal of Hubei Normal University (Philosophy and Social Science), 27, 123–125.Google Scholar
- Chen, Y., & Ding, J. (2014). The relationships of job stress with job burnout and social support among the police: Police in Zhejiang province as an example. Journal of Chinese People's Public Security University (Science and Technology), (4), 40–46.Google Scholar
- Cynthia, B. E., Jeff, P. B., Linnea, C. L., Sherry, M. W., Gary, A. T., John, F., Alexis, D. A., & David, W. F. (2009). Social support, organisational support, and religious support in relation to burnout in expatriate humanitarian aid workers. Mental Health, Religion and Culture, 12, 671–686.CrossRefGoogle Scholar
- Dunham, J., & Varma, V. P. (1998). Stress in teachers: Past, present and future. New Jersey: Wiley.Google Scholar
- He, L. (2011). A survey on primary and secondary school teachers’ burnout. Chinese Journal of Public Health, 27, 507–508.Google Scholar
- Hobfoll, S. E., & Freedy, J. (1993). Conservation of resource: A general stress theory applied to burnout. In W. B. Schanfeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 115–129). Washington, DC: Taylor & Francis.Google Scholar
- Huang, C., Zhou, H., Xian, Y., & Zhang, B. (2009). Career commitment as a moderator of stress and burnout: A study with primary school teachers from countryside. China Journal of Health Psychology, 17, 71–74.Google Scholar
- Jia, X., & Lin, C. (2013). Relationship of university teachers’ stress and coping style with job burnout. Studies of Psychology and Behavior, 11, 759–764.Google Scholar
- Leiter, M. P. (1993). Burnout as a developmental process: Consideration of models. In W. Schaufeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 237–250). Washington, DC: Taylor & Francis.Google Scholar
- Li, Z., Ren, X., Lin, L., & Shi, K. (2008). Stressors, teaching efficacy, and burnout among secondary school teachers. Psychological Science, 31, 218–221.Google Scholar
- Li, Q., Wang, S., & Zhang, Y. (2009a). Effect of occupational stress on occupational burnout of teachers: A path analysis. Journal of Educational Studies, 5, 78–82.Google Scholar
- Ling, W., Fang, L., & Huang, H. (2004). The exploring on job stress. Journal of Guangzhou University (Natural Science Edition), 3, 76–79.Google Scholar
- Liu, X. (2004). Relationships between professional stress, teaching efficacy and burnout among primary and secondary school teachers. Psychological Development and Education, (2), 56–61.Google Scholar
- Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual. Palo Alto: Consulting Psychologists Press.Google Scholar
- Qin, H., & Liu, X. (2015). The impact of the action control on the relationship between job stress and job burnout in rural teachers: A perspective from the theory of personality systems interactions. Psychological Development and Education, 31, 633–640.Google Scholar
- Schneider, B. (1983). Interactional psychology and organizational behavior. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (Vol. 5, pp. 1–31). Greenwich: JAI Press.Google Scholar
- Shi, L., Cheng, J., Deng, C., & Liu, L. (2005). Workout of work pressure questionnaires of teachers in primary and middle schools. Theory and Practice of Education, 25, 37–39.Google Scholar
- Wu, X., Zeng, L., Qing, X., & Zheng, Q. (2003). The current situation and related factors of Chinese teachers’ burnout. Studies of Psychology and Behavior, 1, 262–267.Google Scholar
- Wu, M., Peng, X., & Feng, T. (2016a). Effect of organizational stressor on athlete burnout: Regulatory effect of perceived social support. Journal of Xi'an Physical Education University, 33, 463–471.Google Scholar
- Wu, X., Qi, Y., Yu, R., & Zang, W. (2016b). Revision of Chinese primary and secondary school teachers’ job burnout questionnaire. Chinese Journal of Clinical Psychology, 24, 856–860.Google Scholar
- Xu, F., Zhu, C., & Huang, W. (2005). A study on the relationship between teachers’ job burnout and their job stress, self -esteem, locus of control in primary and secondary school. Psychological Exploration, 25, 74–77.Google Scholar
- Xu, B., Wang, Y., & Li, Y. (2013). The moderating effects of social support on relationship between job stress and job burnout among teachers in vocational colleges. Zhejiang Preventive Medicine, 25, 1–3.Google Scholar
- You, L. (2013). Moderation of social support on work stress and burnout among enterprise employees. Chinese Preventive Medicine, 14, 896–900.Google Scholar
- You, L., Jin, D., Yang, H., & Liu, T. (2014). Moderating effect of coping style on the job pressure and job burnout. China Journal of Health Psychology, 22, 571–574.Google Scholar
- Zhang, G., Bian, Y., & Dong, Q. (2012). On the relationship between teachers’ teaching literacy, work pressure, and subjective well-being. Chinese Journal of Special Education, (4), 89–92.Google Scholar
- Zhao, Y., & Bi, C. (2003). Job burnout and the factors related to it among middle school teachers. Psychological Development and Education, (1), 80–84.Google Scholar
- Zheng, H. (2008). A study of the relationship between burnout and self-efficacy of primary and secondary school teachers in western China. Journal of Yangtze Normal University, 24, 151–155.Google Scholar
- Zhu, X., Yan, Y., Yan, Y., & Yang, S. (2010). Relationship between teachers’ job burnout and their social support in the rural primary school. China Journal of Health Psychology, 18, 27–29.Google Scholar
- Zhang, K., Lu, G., & Wang, J. (2014). Job stress and job burnout: The path model of mediating effect of psychological capital. Studies of Psychology and Behavior, 12 91–96.Google Scholar