| dc.description.abstract | The aim of this cross-sectional study was to twofold. Previous research has shown that quantitative demands is a precursor for burnout among teachers. Using the job demands- and resources model, the objective was first and foremost to investigate if job resources has the potential to prevent teachers from burning out as a result of quantitative demands (N=940). Secondly, the aim of the study was to investigate if coworkership, which is a relatively new construct in research, has the potential to add new perspectives to the field of burnout prevention among teachers. The data was analyzed using hierarchical multiple regression analysis and moderation analysis. The results indicated that role clarity, autonomy, social support from coworkers and coworkership has a negative relationship with burnout. The results also showed that autonomy and role clarity can reduce the degree of burnout among teachers experiencing a high quantitative workload. The inclusion of coworkership added a statistically significant amount of explained variance. These findings suggest primarily the need to reduce the degree of quantitative demands in the teaching profession. Secondly, although both social support and coworkership was shown to be important job resources, school leaders should especially focus on raising the perceived degree of role clarity and autonomy in order for teachers to cope more efficiently with increasing demands. Theoretical implications and directions for further research are discussed. | nb_NO |
