Teacher-specific Quality of Work<i>Versus</i>General Quality of Work Assessment: A Comparison of Their Validity Regarding Burnout, (Psycho)Somatic Well-being and Job Satisfaction

Abstract

This study of 454 teachers examines two hypotheses. The first investigation focuses on whether occupational stressors assessed using a teacher-specific quality of work instrument would explain more variance in burnout, (psycho)somatic well-being, and job satisfaction than occupational stressors assessed with a general quality of work questionnaire. Secondly, the Job Demand-Control-Support (JDCS) model, which assumes moderating effects of job control and worksite social support on the relationship between job demands and health and well-being outcomes, was tested. Results support the first hypothesis. Occupational stressors which were assessed using a teacher-specific quality of work questionnaire explain more variance in the outcomes under investigation. Furthermore, teacher-specific work aspects, like student aggression and further training, are significant correlates of health and well-being. In contrast, only limited support could be found for the assumed moderating effects of job control and worksite social support.