The Roles of Burnout, Self-Rated Health, and Teacher
Self-Efficacy in Fostering Perceived Teacher Work Ability

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The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher ...

Přehled o publikaci

J 2025

The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher Work Ability

HLAĎO, Petr; Libor JUHAŇÁK and Klára HARVÁNKOVÁ

Basic information

Original name

The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher Work Ability

Authors

HLAĎO, Petr; Libor JUHAŇÁK and Klára HARVÁNKOVÁ

Edition

Humanities and Social Sciences Communications, London, Springer, 2025, 2662-9992

Other information

Language

English

Type of outcome

Article in a journal

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

is not subject to a state or trade secret

References:

URL

Organization

Filozofická fakulta – Repository – Repository

DOI

https://doi.org/10.1057/s41599-025-05603-3

UT WoS

001545147000001

EID Scopus

2-s2.0-105012776906

Keywords in English

perceived teacher work ability; burnout; self-rated health; teacher self-efficacy; JD-R model

Links

GA23-05312S, research and development project. LX22NPO5101, research and development project.

Changed: 8/10/2025 00:50, RNDr. Daniel Jakubík

Abstract

In the original language

Maintaining work ability is essential for meeting the job requirements of the teaching profession. The aim of the present study was to examine the relationships between perceived work ability, burnout, self-rated physical and mental health, and self-efficacy among teachers. This research was grounded in the job demands-resources (JD-R) model, providing a theoretical framework for exploration. A two-wave longitudinal study was conducted among Czech primary and lower secondary school teachers. Data were collected using web-based questionnaires at two time points, one year apart. At Time 1, the sample comprised 853 participants (mean age: 45.9 years ± 10.8; mean years in the teaching profession: 19.4 years ± 12.1; 86.1% females). The findings highlight the crucial roles of burnout, self-rated mental health, and teacher self-efficacy in fostering perceived work ability among teachers. The mediation analysis revealed that self-rated mental health serves as mediator between burnout and perceived teacher work ability, while burnout mediates the relationship between teacher self-efficacy and perceived work ability. This study provides empirical support for the principles of the JD-R model within the teaching profession. Practical implications and future directions are discussed.

Files attached

https://is.muni.cz/publication/2510445/s41599-025-05603-3-1.pdf

Cite

HLAĎO, Petr; Libor JUHAŇÁK and Klára HARVÁNKOVÁ. The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher Work Ability. Humanities and Social Sciences Communications. London: Springer, 2025, vol. 12, No 1, p. 1-13. ISSN 2662-9992. Available from: https://doi.org/10.1057/s41599-025-05603-3.

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   author = {HLAĎO, Petr and Juhaňák, Libor and Harvánková, Klára},
   article_location = {London},
   article_number = {1},
   doi = {https://doi.org/10.1057/s41599-025-05603-3},
   keywords = {perceived teacher work ability; burnout; self-rated health; teacher self-efficacy; JD-R model},
   language = {eng},
   issn = {2662-9992},
   journal = {Humanities and Social Sciences Communications},
   title = {The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher Work Ability},
   url = {https://www.nature.com/articles/s41599-025-05603-3},
   volume = {12},
   year = {2025}
}

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AU  - HLAĎO, Petr - Juhaňák, Libor - Harvánková, Klára
PY  - 2025
TI  - The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher Work Ability
JF  - Humanities and Social Sciences Communications
VL  - 12
IS  - 1
SP  - 1-13
EP  - 1-13
PB  - Springer
SN  - 2662-9992
KW  - perceived teacher work ability
KW  - burnout
KW  - self-rated health
KW  - teacher self-efficacy
KW  - JD-R model
UR  - https://www.nature.com/articles/s41599-025-05603-3
N2  - Maintaining work ability is essential for meeting the job requirements of the teaching profession. The aim of the present study was to examine the relationships between perceived work ability, burnout, self-rated physical and mental health, and self-efficacy among teachers. This research was grounded in the job demands-resources (JD-R) model, providing a theoretical framework for exploration. A two-wave longitudinal study was conducted among Czech primary and lower secondary school teachers. Data were collected using web-based questionnaires at two time points, one year apart. At Time 1, the sample comprised 853 participants (mean age: 45.9 years ± 10.8; mean years in the teaching profession: 19.4 years ± 12.1; 86.1% females). The findings highlight the crucial roles of burnout, self-rated mental health, and teacher self-efficacy in fostering perceived work ability among teachers. The mediation analysis revealed that self-rated mental health serves as mediator between burnout and perceived teacher work ability, while burnout mediates the relationship between teacher self-efficacy and perceived work ability. This study provides empirical support for the principles of the JD-R model within the teaching profession. Practical implications and future directions are discussed.
ER  -

HLAĎO, Petr; Libor JUHAŇÁK and Klára HARVÁNKOVÁ. The Roles of Burnout, Self-Rated Health, and Teacher Self-Efficacy in Fostering Perceived Teacher Work Ability. \textit{Humanities and Social Sciences Communications}. London: Springer, 2025, vol.~12, No~1, p.~1-13. ISSN~2662-9992. Available from: https://doi.org/10.1057/s41599-025-05603-3.