Job Resources and Teachers’ Organisational Commitment: the Mediating Roles of Work Engagement, Burnout, and Job Satisfaction
Abstract
In line with the Job Demands-Resources model, this study aimed to examine the relationship between job resources and teachers’ organisational commitment, through the mediating roles of work engagement, burnout, and job satisfaction. A cross-sectional study was conducted using a convenience sample of 407 primary school teachers from the Republic of Croatia (94.8% female; M age = 43.8, SD = 10.3). Results show that job resources are directly related to higher affective and normative organisational commitment, and unrelated to continuance commitment. Mediation analyses using PROCESS macro revealed that work engagement, burnout and job satisfaction mediated the relationship between job resources and all components of commitment. These findings are consistent with the notion that job resources contribute to teachers’ engagement and job satisfaction, which in turn may strengthen organisational commitment. The study extends existing JD-R research and provides a more nuanced understanding of how job resources relate to different forms of organisational commitment and confirms that continuance commitment is conceptually and empirically a different form of organisational commitment compared to affective and normative commitment.
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