How Do Work Demands and Work Resources Shape the Teaching Abilities of Primary and Secondary School Teachers?——Based on an Empirical Survey of 2,210 Teachers
Performance management,as an important management strategy for school organizations,revolves around"setting requirements"and"providing resources"as two common measures to drive the enhancement of teachers'teaching abilities.However,the extent of their impact on teaching abilities urgently requires to be examined.A questionnaire survey was conducted with 2,210 teachers in City S,using ordinary least squares(OLS)regression and structural equation modeling to explore the effects of work demands and resources on teachers'teaching abilities.The study found that,firstly,teachers received ample resources in terms of collaboration among members,but support for professional development and autonomy was lacking,leading to a strong sense of stagnation in teachers'career progression.Secondly,work characteristics had a double-edged sword effect on teaching abilities.There was a negative correlation between work demands and teaching abilities,and more resources were conducive to improving their teaching abilities.The interaction between work resources and demands affected teaching abilities;teachers with low work demands and high resources had the highest teaching abilities,while those with low demands and low resources group had the lowest.Thirdly,work demands influenced teaching abilities through the mediating effect of occupational burnout,with the indirect effect accounting for 59.8％of the total effect;job involvement played a full mediating role in the positive influence of work resources on teaching abilities.Therefore,it is suggested to ensure a well-supported work system for teachers to buffer the triggering effect of work demands on the sense of career stagnation;dynamically adjust the allocation of work demands and resources with the goal of enhancing teaching abilities;and reduce non-teaching tasks to aid in improving teachers'job involvement.
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