Adrian Loerbroks1, Heng Meng, Min-Li Chen, Raphael Herr, Peter Angerer, Jian Li. 1. Institute for Medical Sociology, Centre for Health and Society, Medical Faculty, University of Düsseldorf, Universitätsstrasse 1, 40225, Düsseldorf, Germany, Adrian.Loerbroks@uni-duesseldorf.de.
Abstract
OBJECTIVE: We examined associations of organizational justice (OJ) and effort-reward imbalance (ERI) with burnout and intentions to leave the teaching profession (ILTP) among primary school teachers in China. METHODS: Six primary schools located in Wuhan, China, were randomly selected from three different socioeconomic areas in 2010. In total, these schools employed 533 teachers, and 436 of these (82 %) participated in a cross-sectional survey. OJ and ERI were assessed by 13-item and 10-item questionnaires, respectively. Burnout was measured using the emotional exhaustion subscale of the Chinese Maslach Burnout Inventory. ILTP were operationalized based on the frequency of thoughts about turnover during the past year. Logistic regression-based odds ratios (ORs) with 95 % confidence intervals (CIs) were estimated separately for OJ and ERI. In a second step, these work stress scales were entered into the same regression model. RESULTS: Separate regression models suggested moderate to strong associations of OJ and ERI with burnout and ILTP. After simultaneous adjustment, the overall OJ score remained associated with burnout and ILTP, but ERI appeared to be the stronger and more consistent determinant of both outcomes. For instance, an increase of 1 standard deviation of the ERI score was associated with an OR of 2.60 (95 % CI 1.97-3.43) for burnout and with an OR of 2.26 (95 % CI 1.66-3.08) for ILTP. CONCLUSIONS: Organizational justice and in particular ERI appeared to be determinants of burnout and ILTP among primary school teachers in China.
OBJECTIVE: We examined associations of organizational justice (OJ) and effort-reward imbalance (ERI) with burnout and intentions to leave the teaching profession (ILTP) among primary school teachers in China. METHODS: Six primary schools located in Wuhan, China, were randomly selected from three different socioeconomic areas in 2010. In total, these schools employed 533 teachers, and 436 of these (82 %) participated in a cross-sectional survey. OJ and ERI were assessed by 13-item and 10-item questionnaires, respectively. Burnout was measured using the emotional exhaustion subscale of the Chinese Maslach Burnout Inventory. ILTP were operationalized based on the frequency of thoughts about turnover during the past year. Logistic regression-based odds ratios (ORs) with 95 % confidence intervals (CIs) were estimated separately for OJ and ERI. In a second step, these work stress scales were entered into the same regression model. RESULTS: Separate regression models suggested moderate to strong associations of OJ and ERI with burnout and ILTP. After simultaneous adjustment, the overall OJ score remained associated with burnout and ILTP, but ERI appeared to be the stronger and more consistent determinant of both outcomes. For instance, an increase of 1 standard deviation of the ERI score was associated with an OR of 2.60 (95 % CI 1.97-3.43) for burnout and with an OR of 2.26 (95 % CI 1.66-3.08) for ILTP. CONCLUSIONS: Organizational justice and in particular ERI appeared to be determinants of burnout and ILTP among primary school teachers in China.
Authors: Marko Elovainio; Minna Pietikäinen; Pauliina Luopa; Mika Kivimäki; Jane E Ferrie; Jukka Jokela; Sakari Suominen; Jussi Vahtera; Marianna Virtanen Journal: Soc Sci Med Date: 2011-10-12 Impact factor: 4.634
Authors: Katja Spanier; Elliot Michel; Elke Peters; Friedrich Michael Radoschewski; Matthias Bethge Journal: Int J Public Health Date: 2017-11-14 Impact factor: 3.380
Authors: Patricia Vu-Eickmann; Jian Li; Andreas Müller; Peter Angerer; Adrian Loerbroks Journal: Int Arch Occup Environ Health Date: 2018-04-24 Impact factor: 3.015