Journal of Health and Safety at Work

Introduction: Teaching has been reported stressful. Although, the majority of teachers aren’t anxious or unmotivated and they even consider their job valuable and satisfying. Job demands-resources (JD-R) is a comprehensive model in occupational stress domain that simultaneously examines the stressful and motivational aspects of occupations and their related outcomes. Accordingly, the objective of this paper is to investigate job characteristics of teaching (job demands and job resources) and their subsequent outcomes by utilizing proposed model.

Material and Method: This study was a cross-sectional design among 247 high school teachers in Tehran city who were selected by two-stage cluster sampling in spring and summer of 1391. Three aspects of job demands (pupil misbehavior, work-family conflict, and cognitive demand), 2 aspects of job resources (supervisory support and job condition), emotional exhaustion, vigor, teacher’s illness symptoms, and organizational commitment were assessed using job demands-resources model. The data were analyzed by means of SPSS 21 program and path analysis by using AMOS 23 program.

Result: According to the results, model fit indices were in acceptable range and all the coefficient paths were significant (p<0.001). Considering model, Job demands were a better predictor for emotional exhaustion (β=0.3) than job resources (β=0.2). However, they had an equal but opposite impact on vigor (β=±0.27). Moreover, we observed partial mediation relationships between job demands and illness symptoms and job resources and organizational commitment via emotional exhaustion and vigor respectively.

Conclusion: Based on the findings, fostering initiatives with priorities of firstly regulating job demands and secondly improving job resources can be effective strategies to reduce job related burnout and promoting job engagement, health and organizational commitment of teachers

Introduction: Job Satisfaction is a perception that improves employees’ productivity, motivation and empowers them. Therefore, recognizing the factors affecting it and paying attention to emotional intelligence can provide the basis for increasing job satisfaction.
The purpose of this study was to investigate the effect of emotional intelligence on job satisfaction considering the mediator role of job burnout, emotional Labor, emotional inconsistency, personality deprivation and deficiency of individual success in the Staff of Guilan University of Medical Sciences
 

Material and Method: This research used descriptive and cross-sectional method. The study population included 413 staffs from the faculties of Guilan University of Medical Sciences. The sample was determined 200 people using Cochran’s formula. A standard questionnaire was used to collect data. Content validity was done for this  questionnaire  and also its reliability studied using Cronbach’s alpha coefficient. Descriptive statistics and structural equation modeling were used to analyze the data using Lisrel software.
 

Result: The results showed that emotional intelligence affects emotional inconsistency, emotional exhaustion, emotional Labor, job satisfaction, deficiency of individual success and deprivation of personality. Also, emotional inconsistency affects on emotional exhaustion, deficiency of individual success, job satisfaction and personality deprivation. In addition, the results show that emotional exhaustion affects deprivation of personality, deficiency of individual success and job satisfaction and finally, the deficiency of individual success affects job satisfaction.
 

Conclusion: Considering the relationship between job satisfaction with job burnout, emotional intelligence and emotional inconsistency, it would be helpful for managers to implement programs to increase employee satisfaction and self-efficacy and provide a context for reducing job burnout.