Job demands and resources, teachers' subjective vitality, and turnover intentions: an examination during COVID-19

This study examined the role of two job resources (relatedness with students, relatedness with colleagues), two job demands (time pressure and disruptive student behaviour), and their unique and moderated associations with subjective work vitality and, in turn, turnover intentions among teachers during COVID-19. Data were collected from 325 Australian teachers when many schools were closed or reopening after the initial COVID-19 lockdown. Structural equation modelling (SEM) showed that time pressure (negatively) and relatedness with teachers (positively) were associated with subjective vitality. Disruptive behaviour and time pressure (both positively), along with relatedness with students and subjective vitality (both negatively) were associated with turnover intentions. In addition to these main associations, there was one significant interaction providing evidence of the buffering role of relatedness with students on turnover intentions. The findings yield knowledge of job resources that may help support teachers during subsequent waves of COVID-19 and other future disruptions.

Automated summary

This study explores the impact of job resources and demands on work vitality and turnover intentions among teachers during COVID-19. The results show that time pressure and relatedness with colleagues are associated with work vitality, while disruptive behavior, time pressure, relatedness with students, and work vitality are associated with turnover intentions. The study also identifies the buffering role of relatedness with students in reducing turnover intentions.