The Effect of Education Level on Psychological Empowerment and Burnout-The Mediating Role of Workplace Learning Behaviors

Authors: Sarit Rashkovits, Yael Livne

Abstract:

The study investigates the relationship between education level, workplace learning behaviors, psychological empowerment and burnout in a sample of 191 teachers. We hypothesized that education level will positively affect psychological state of increased empowerment and decreased burnout, and we purposed that these effects will be mediated by workplace learning behaviors. We used multiple regression analyses to test the model that included also the 6 following control variables: The teachers' age, gender, and teaching tenure; the schools' religious level, the pupils' needs: regular/ special needs, and the class level: elementary/ high school. The results support the purposed mediating model.

Keywords: Education level, Learning behaviors, Psychological empowerment, Burnout.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1073297

References:

[1] Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
[2] Barrick, M. R. and Mount, M. K. (1991). The big five personality dimensions and job performance.Personnel Psychology, 44: 1-26.
[3] Bindl, U. K., & Parker, S. K. (2010). Proactive work behavior: Forwardthinking and change- oriented action in organizations. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology. Washington, DC: American Psychological Association.
[4] Bruller, D., &Carmeli, A.(2011). Linking capacities of high quality relationships to team learning and performance in service organizations.Human Resource Management, 50(4): 455 - 477.
[5] Bryan Fuller, B. , &Marlerb, L. E. (2009). Change driven by nature:A meta- analytic review of proactive personality literature.Journal of Vocational Behavior, 75(3): 329-345.
[6] Carmeli, A., Brueller, D., & Dutton, J. E. (2009). Learning behaviours in the Workplace: The role of high-quality interpersonal relationships and psychological safety.Systems Research and Behavioral Science, 26: 81- 98.
[7] Carmeli, A., Gittell, J. H. (2009). High-quality relationships, psychological safety, and learning from failures in work organizations. Journal ofOrganizational Behavior, 30(6): 709-729.
[8] Crant, J. M. (2000). Proactive behavior in organizations.Journal of Management, 26, 435- 462.
[9] Dollard, M. F,.& Winfield, A. H. (1998). A test of the demand- control/ support model of work stress in correctional officers.Journal of Occupational Health Psychology, 3: 243-264.
[10] Edmondson, A. C., Dillon, J.R., &Rolofl, K. S. (2007). Chapter 6: Three perspectives on team learning. The Academy of Management Annals, 1(1): 269- 314.
[11] Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, 2, 350-383.
[12] Fang, E., Palmatier, R. W., & Evans, K. R. (2004). Goal-Setting Paradoxes? Trade- Offs between working hard and working smart: The unitedstates versus china. Academy of Marketing Science Journal, 32(2): 188- 201.
[13] Karasek, R. (1998). Demand-Control Model: A social, emotional, and physiological approach to stress risk and active behaviour development. In J. M. Stellmann (Ed.), Encyclopaedia of Occupational Health and Safety, 4th Edn (p. 34). Geneva: International Labour Office.
[14] Karasek, R., &Yhorell, T. (1990). Healthy work: Stress, productivity and the reconstruction of working life. Ney York: Basic Books.
[15] Klehe, U. C., & Anderson, N. (2007). Working hard and working smart: motivation and ability during typical and maximum performance. Journal of Applied sychology, 92: 978- 992.
[16] Maslach, C., Schaufeli, W. B., &Leiter, M. P. (2001). Job burnout.Annual Review of Psychology, 52, 397-422.
[17] Maslach, C., & Jackson, S. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99- 113.
[18] McCrae, R. R. (1994), Openness to experience: Expanding the boundaries of Factor V. European Journal ofPersonality, 8: 251-272.
[19] O-Connor, M. C., &Paunonen, . S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Dffi erences, 43: 971-990.
[20] Parker, S. H., &Sprigg, C. A. (1999). Minimizing strain and maximizing learning: The role of job demands, job control, and proactive personality. Journal of Applied Psychology, 84(6): 925- 939.
[21] Parker, S. H., Williams, H. M., Turner, N. (2006). Modeling the antecedents of proactive behavior at work.Journal of Applied Psychology, 91(3): 636 - 652.
[22] Rapp, A., Ahearne, M., Mathieu, J., &Schillewaert , N. (2006). The impact of knowledge and empowerment on working smart and working hard: The moderating role of experience. International Journal of Research in Marketing, 23(3): 279.
[23] Somech, A., &Boglera,R.. (2004).Influence of teacher empowerment on teachers- organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20: 277-289.
[24] Sprietzer, G. M. (1995). Psychological empowerment in thework place: Dimensions, measurement and validation. Academy of Management Journal, 38(5):1442- 14465.
[25] Sprietzer, M.G., Kizilos, M. A., &Nason, S. W. (1997). A dimensional analysis of the relationship between psychological empowerment and effectiveness, satisfaction, and strain.Journal of Management, 23(5): 679- 704.
[26] Taris, T. W., &Kompier, M. A. J. (2005). Job characteristics and learning behavior.Research inOccupational Stress and Well-being (Vol. 4, pp. 127-166). Amsterdam: JAI Press.
[27] Taris, T.W., De Lange, A. H., Kompier, M. A. J., Schaufeli,W. B., &Schreurs, P. J. G. (2003). Learningnew behaviorpatterns: A longitudinal test of Karasek-s active learning hypothesis amongDutch teachers.Work and Stress, 17, 1-20.
[28] Unsworth, K. L., & Parker, S. K. (2003). Proactivity and innovation: Promoting a new workforce for the new workplace. In D. Holman, T. D. Wall, C. W. Clegg, P.Sparrow, & A. Howard (Eds.), Thenew workplace: A guide to the human impact of modern working practices (pp.175- 196). Chichester, England: Wiley.
[29] Weststar, J. (2009). Worker control andworkplace learning: Expansion of the job Demand-control model. Industrial Relations: A Journal of Economy and Society, 48(3): 533-548.