Teachers' perceived time pressure, emotional exhaustion and the role of social support from the school principal

Citation

Maas J, Schoch S, Scholz U, Rackow P, Schüler J, Wegner M & Keller R (2021) Teachers' perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education, 24 (2), pp. 441-464. https://doi.org/10.1007/s11218-020-09605-8

Abstract
Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based on longitudinal data of n = 1071 Swiss primary and secondary school teachers over the course of one school year, the present study examined the reciprocal relationship between teachers’ perceived time pressure and emotional exhaustion and whether received social support from the school principal buffers this relationship. Results of a random intercept cross-lagged panel model show a strong relationship between teachers’ perceived time pressure and emotional exhaustion at the between-person level, but no effects at the within-person level. Further, received social support was directly related to less perceived time pressure and less emotional exhaustion. The results showed neither evidence for reciprocal effects between perceived time pressure and emotional exhaustion nor for a buffering effect of received social support from the school principal. Concluding, present findings indicate that the receipt of social support from the school principal is a central job resource that beneficially relates to teachers’ experience of time pressure and emotional exhaustion.

Keywords
Time pressure; Emotional exhaustion; Social support; School principals; Job demands-resources model

Journal
Social Psychology of Education: Volume 24, Issue 2

• Published version