AUTHOR=Nordhall Ola , Knez Igor , Saboonchi Fredrik , Willander Johan 

TITLE=Teachers' Personal and Collective Work-Identity Predicts Exhaustion and Work Motivation: Mediating Roles of Psychological Job Demands and Resources

JOURNAL=Frontiers in Psychology

VOLUME=11

YEAR=2020

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.01538

DOI=10.3389/fpsyg.2020.01538

ISSN=1664-1078

ABSTRACT=<p>The aim of this study was to investigate the mediating roles of teachers' psychological job demands and resources regarding personal and collective work-identity, respectively, and exhaustion and self-determined work motivation, respectively. A total of 2,905 members of a Swedish teacher's trade union received an online questionnaire by e-mail; 768 individuals answered the questionnaire and so participated in this study. The data were obtained by self-reported measures (e.g., emotional and cognitive components of work-identity, psychological job demands and resources, exhaustion and work motivation) and analyzed by mediation regression analyses. The results showed that teachers' psychological job <italic>demands</italic> (prosocial extra-role performance) mediated relationships between cognitive personal work-identity and emotional collective work-identity, respectively, and exhaustion. Teachers' psychological job <italic>resources</italic> (educational inspiration) mediated relationships between emotional personal work-identity and cognitive collective work-identity, respectively, and self-determined work motivation. Thus, teachers might be <italic>disadvantaged</italic> by stronger personal work-related thinking and collective work-related feeling when related to exhaustion, to some extent accounted for by psychological job demands, and they might find <italic>advantage</italic> in stronger personal work-related feeling and collective work-related thinking when related to work motivation, to some extent accounted for by psychological job resources.</p>