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The Job Demand-Control (-Support) Model in the Teaching Context

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Educator Stress

Part of the book series: Aligning Perspectives on Health, Safety and Well-Being ((AHSW))

Abstract

This chapter focuses on the Job Demand-Control (JDC) model and its expanded version, the Job Demand-Control-Support (JDCS) model, and stress in teachers. First, we elaborate on the JDC(S) model and its main hypotheses: the (iso)strain hypothesis, the learning hypothesis and the buffer hypothesis. In addition, two important issues in research on the model are discussed: the value of occupation-specific assessment and the so-called ‘matching hypothesis’. The majority of studies on teachers have examined the (iso)strain hypothesis and the buffer hypothesis in relation to a variety of stress outcomes, ranging from physiological stress responses to reduced physical and mental well-being indicators such as somatic complaints, low job satisfaction , and burnout . Overall, there is substantially more support for the (iso)strain hypothesis than for the buffer hypothesis. The learning hypothesis has only been examined in a few studies, yielding mixed results. More recent developments, such as the incorporation of individual characteristics (e.g., job tenure, time management behavior) and additional work aspects (e.g., emotion work) in the model are discussed. Finally, conclusions regarding the contribution of the model in the explanation of teachers’ stress are drawn taking methodological aspects into account, and suggestions for future research and practice are provided.

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  1. Faculty of Social Sciences, Leiden University, Leiden, The Netherlands

    Margot van der Doef & Chris Verhoeven

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  1. Margot van der Doef
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  2. Chris Verhoeven
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Correspondence to Margot van der Doef .

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Editors and Affiliations

  1. Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University , Houston, Texas, USA

    Teresa Mendonça McIntyre

  2. College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, Texas, USA

    Scott E. McIntyre

  3. Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas, USA

    David J. Francis

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van der Doef, M., Verhoeven, C. (2017). The Job Demand-Control (-Support) Model in the Teaching Context. In: McIntyre, T., McIntyre, S., Francis, D. (eds) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being. Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_9

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