This study of 805 Finnish teachers working in elementary, secondary, and vocational schools tested 2 interaction hypotheses. On the basis of the job demands–resources model, the authors predicted that job resources act as buffers and diminish the negative relationship between pupil misbehavior and work engagement. In addition, using conservation of resources theory, the authors hypothesized that job resources particularly influence work engagement when teachers are confronted with high levels of pupil misconduct. In line with these hypotheses, moderated structural equation modeling analyses resulted in 14 out of 18 possible 2-way interaction effects. In particular, supervisor support, innovativeness, appreciation, and organizational climate were important job resources that helped teachers cope with demanding interactions with students.

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Keywords conservation of resources, job demands–resources model, psychology, teachers, work engagement
Persistent URL dx.doi.org/10.1037/0022-0663.99.2.274, hdl.handle.net/1765/12116
Citation
Hakanen, J.J., Demerouti, E., Xanthopoulou, D., & Bakker, A.B.. (2007). Job Resources Boost Work Engagement, Particularly When Job Demands Are High. Journal of Educational Psychology, 99(2), 274–284. doi:10.1037/0022-0663.99.2.274