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School counselors play an increasingly crucial role in protecting students' mental health. However, many of them have experienced poor well-being in their occupations, which undermines their efficacy in mental protection. To identify the most significant well-being facilitators, this study examined associations between school counselors' occupational well-being and situational, inter-individual and intra-individual supports, as well as further explored their dynamics. A total of 1,443 Chinese school counselors (66.6% part-time) from a regionally representative dataset were selected, and their work engagement, pressure and satisfaction were surveyed as well-being indicators. Dominance analysis revealed that (1) organizational support and occupational empowerment were consistently robust facilitators for most psychological needs and well-being indicators, (2) students were the most critical supporters for occupational well-being, particularly for parttime counselors; and (3) autonomy and competence were more central needs than relatedness in transferring supports to occupational well-being. Findings implied the most effective strategies to benefit school counselors' occupational well-being, both in general and across different work cohorts. [ABSTRACT FROM AUTHOR]

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States pre K-12 educator perceptions of school leaders' ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders' ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders' ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders. [ABSTRACT FROM AUTHOR]

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders’ (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff’s depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States preK-12 educator perceptions of school leaders’ ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders’ ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders’ ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders.

Presenteeism has often been considered as the correlate of absenteeism and associated to productivity loss. This study sought to re-examine the psychometric properties of the 6-item Stanford Presenteeism Scale (SPS-6), a popular measure which has been translated in a number of languages. The study adopted a cross-sectional design with 268 participants aged 18 - 65 working in a multinational IT company with headquarters based in Poland. The respondents participated willingly in an online questionnaire on a presenteeism health-related productivity measure (SPS-6), job resources (peer support), job demands (workto-family conflict), engagement and burnout. Their responses were subjected to statistical analyses. Confirmatory Factor Analysis revealed that the SPS-6 is better represented by two singular and independent components, namely completing work and avoiding distractions, rather than an aggregated measure of healthrelated productivity. In fact, the aggregated measure had convergent and discriminant validity issues. We also assessed, via Structural Equation Modeling (SEM), the explanatory role of the SPS-6 within the wider well-being discourse by subjecting its' factors as outcomes using the JD-R framework. Here, burnout was better at explaining its relationship to avoiding distractions and completing work compared to engagement, while avoiding distractions was more dominant than completing work in explaining indirect pathways. Given the convergent and discriminant validity of its two-dimensional measures, we argue that the SPS-6 is a better assessment of health-related productivity in the light of presenteeism when keeping both components separate rather than adding the scores from both dimensions to provide a global score as has been the practice so far. In addition, the SEM findings suggest that both SPS-6 components may require different theoretical explanations. This study supports a growing chorus of scholars who argue the need to look deeper into the presenteeism phenomenon, not least its measures. [ABSTRACT FROM AUTHOR]

Introduction: This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. Methods: The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results: The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher wellbeing. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. Discussion: These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed. [ABSTRACT FROM AUTHOR]

Presenteeism has often been considered as the correlate of absenteeism and associated to productivity loss. This study sought to re-examine the psychometric properties of the 6-item Stanford Presenteeism Scale (SPS-6), a popular measure which has been translated in a number of languages. The study adopted a cross-sectional design with 268 participants aged 18 - 65 working in a multinational IT company with headquarters based in Poland. The respondents participated willingly in an online questionnaire on a presenteeism health-related productivity measure (SPS-6), job resources (peer support), job demands (work-to-family conflict), engagement and burnout. Their responses were subjected to statistical analyses. Confirmatory Factor Analysis revealed that the SPS-6 is better represented by two singular and independent components, namely completing work and avoiding distractions, rather than an aggregated measure of health-related productivity. In fact, the aggregated measure had convergent and discriminant validity issues. We also assessed, via Structural Equation Modeling (SEM), the explanatory role of the SPS-6 within the wider well-being discourse by subjecting its’ factors as outcomes using the JD-R framework. Here, burnout was better at explaining its relationship to avoiding distractions and completing work compared to engagement, while avoiding distractions was more dominant than completing work in explaining indirect pathways. Given the convergent and discriminant validity of its two-dimensional measures, we argue that the SPS-6 is a better assessment of health-related productivity in the light of presenteeism when keeping both components separate rather than adding the scores from both dimensions to provide a global score as has been the practice so far. In addition, the SEM findings suggest that both SPS-6 components may require different theoretical explanations. This study supports a growing chorus of scholars who argue the need to look deeper into the presenteeism phenomenon, not least its measures.

Objectives: The aim of this longitudinal study was to investigate how intensified job demands (job-related planning demands, career-related planning demands, and learning demands) are associated with burnout. We explored whether affectiveidentity motivation to lead moderates this association and, thus, functions as a personal resource regardless of leadership status. We further investigated whether the possible buffering effect is stronger for those professionals who became leaders during the follow-up. Methods: Our sample consisted of highly educated Finnish professionals (n = 372): part of them (n = 63, 17%) occupied a leadership position during the 2-year followup while the rest maintained their position without formal leadership duties. Results: The results of hierarchical linear modeling indicated that intensified learning demands were associated with later burnout. High affective-identity motivation to lead was not found to buffer against the negative effects of intensified job demands - instead, it strengthened the connection of intensified job- and career-related demands to burnout. Nevertheless, among the whole sample, professionals with high affective-identity motivation to lead reported lower burnout when job demands were not highly intensified. The leadership status also played a role: High affective-identity motivation to lead strengthened the connection of career-related demands to burnout in those professionals who became leaders during the follow-up. Conclusions: Altogether, we propose that in certain circumstances, affectiveidentity motivation to lead might help professionals, with and without formal leadership duties, to be more ready to lead their own work and well-being. However, in order to promote sustainable careers, the vulnerability role of high affective-identity motivation to lead should be considered as well. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to examine the impact of sleep quality on occupational well-being in employees by primarily focusing on the mediating role of occupational self-efficacy. Methods: A total of 487 junior staff completed a set of questionnaires comprised Pittsburgh Sleep Quality Index scale, Occupational Self-efficacy Scale, and occupational well-being measurements. Results: The results revealed that both sleep quality and occupational self-efficacy were significantly correlated with occupational well-being. The structural equation modeling analysis and the bootstrap test indicated that occupational self-efficacy partially mediated the effect of poor sleep quality on occupational well-being. Discussion: These findings expand upon existing research on the relationship between sleep quality and well-being among occupational workers, shed light on the correlation of poor sleep quality with occupational well-being, and are valuable in promoting the occupational well-being of employees. [ABSTRACT FROM AUTHOR]

ObjectivesThe aim of this longitudinal study was to investigate how intensified job demands (job-related planning demands, career-related planning demands, and learning demands) are associated with burnout. We explored whether affective-identity motivation to lead moderates this association and, thus, functions as a personal resource regardless of leadership status. We further investigated whether the possible buffering effect is stronger for those professionals who became leaders during the follow-up.MethodsOur sample consisted of highly educated Finnish professionals (n = 372): part of them (n = 63, 17%) occupied a leadership position during the 2-year follow-up while the rest maintained their position without formal leadership duties.ResultsThe results of hierarchical linear modeling indicated that intensified learning demands were associated with later burnout. High affective-identity motivation to lead was not found to buffer against the negative effects of intensified job demands - instead, it strengthened the connection of intensified job- and career-related demands to burnout. Nevertheless, among the whole sample, professionals with high affective-identity motivation to lead reported lower burnout when job demands were not highly intensified. The leadership status also played a role: High affective-identity motivation to lead strengthened the connection of career-related demands to burnout in those professionals who became leaders during the follow-up.ConclusionsAltogether, we propose that in certain circumstances, affective-identity motivation to lead might help professionals, with and without formal leadership duties, to be more ready to lead their own work and well-being. However, in order to promote sustainable careers, the vulnerability role of high affective-identity motivation to lead should be considered as well.

Enhancement of the teacher well-being level has grown into a general, pressing problem to be solved in the domain of education worldwide. Based on the theoretical perspective of the multi-level dynamically formed mechanical model of occupational well-being, this study initially constructed a mechanism model with the occupational well-being role of organizational support, job crafting, and the occupational well-being of new math teachers at primary and junior high schools, and conducted empirical research using structural equation modeling. The study found out that organizational support, job crafting and basic psychological needs have prominent and positive effects on the occupational well-being of the new math teachers in primary up to junior high schools. It also argues that basic psychological needs may mediate the correlation between organizational support, job crafting, and the occupational well-being of the new math teachers. To sum up, the study findings reveal the mechanisms of the role in organizational support and job crafting on the occupational well-being of new primary up to junior high school math teachers. Also, the findings may be conducive to extending the research on the factors that influence the teacher well-being, notably fostering the study on that in the math teachers in the primary up to junior high schools of China. [ABSTRACT FROM AUTHOR]

This study examined teachers' occupational well-being by identifying profiles based on teachers' self-ratings of work engagement as well as work-related effort and reward. It also did so by examining whether the identified subgroups differed with respect to teachers' self-reported occupational stress and emotional exhaustion as well as with respect to work-related resources such as the individual resource of work meaningfulness and the leader-level resource of the leader–follower relationship. The participants in the study were 321 Finnish elementary school teachers. The data were collected in spring 2021, that is, at the time when the COVID-19 pandemic was present, yet there were no national school closures. Three groups of teachers were identified with latent profile analysis: (1) teachers recognized as being poorly engaged with the highest effort and lowest reward (4.7%); (2) teachers recognized as being averagely engaged with higher effort than reward (32.1%); and (3) teachers recognized as being highly engaged with higher reward than effort (63.2%). The subsequent analyses examining the differences among the profile groups revealed, for example, that each profile group differed with respect to the individual resource of work meaningfulness and profile groups 2 and 3 differed with respect to the leader-level resource of the leader–follower relationship. Thus, the findings indicate that there are differences in the ways in which teachers are able to benefit from the work-related resources and how they cope with job-related demands during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Previous findings indicate that the goals of teachers and their experienced emotions when interacting with students play an important role for their well-being. However, studies on the psychological impact of events have shown that the impact of bad events is stronger than the impact of good events. Thus, it may be that teachers' goals and emotions for students showing undesirable behaviors (e.g., students who disrupt the class, do not finish their work, and have a negative attitude to learning) contribute more to their well-being than teachers' goals and emotions for students showing desirable behaviors (e.g., students who pay attention in class, do their work on time, and have a positive attitude to learning), a distinction that has not been made in previous research. To examine this question, we measured teachers' goals and emotions for students showing desirable and undesirable behaviors, and their affective, evaluative, occupational, and psychological well-being (N = 250). The results showed that teachers' well-being was relatively strongly related to their goals and emotions for students showing undesirable behaviors: The higher the goals and the more positive the emotions, the higher the reported well-being. By contrast, the goals and emotions for students showing desirable behaviors were unrelated to teachers' well-being. These results demonstrate that the principle of "bad is stronger than good" holds also for the influence of teachers' goals and emotions on their well-being. [ABSTRACT FROM AUTHOR]

This study examines whether psychological capital (PsyCap) indirectly predicts occupational well-being among Chinese special education teachers through work engagement. In total, 615 Chinese special education teachers (female = 567) completed the Psychological Capital Questionnaire, the Special Education Teachers’ Occupational Well-Being Questionnaire, and the Utrecht Work Engagement Scale. The results indicated that PsyCap was positively correlated with occupational well-being and work engagement. Furthermore, work engagement mediated the influence of PsyCap on occupational well-being. Notably, the multiple mediation model indicated that the indirect effects of PsyCap on occupational well-being were mainly due to dedication and absorption. The study’s results illustrate the association between PsyCap, work engagement, and occupational well-being, which may help educational administrators and social workers assist with special education and special education teachers develop and maintain good working conditions. [ABSTRACT FROM AUTHOR]

This study examined teachers’ occupational well-being by identifying profiles based on teachers’ self-ratings of work engagement as well as work-related effort and reward. It also did so by examining whether the identified subgroups differed with respect to teachers’ self-reported occupational stress and emotional exhaustion as well as with respect to work-related resources such as the individual resource of work meaningfulness and the leader-level resource of the leader–follower relationship. The participants in the study were 321 Finnish elementary school teachers. The data were collected in spring 2021, that is, at the time when the COVID-19 pandemic was present, yet there were no national school closures. Three groups of teachers were identified with latent profile analysis: (1) teachers recognized as being poorly engaged with the highest effort and lowest reward (4.7%); (2) teachers recognized as being averagely engaged with higher effort than reward (32.1%); and (3) teachers recognized as being highly engaged with higher reward than effort (63.2%). The subsequent analyses examining the differences among the profile groups revealed, for example, that each profile group differed with respect to the individual resource of work meaningfulness and profile groups 2 and 3 differed with respect to the leader-level resource of the leader–follower relationship. Thus, the findings indicate that there are differences in the ways in which teachers are able to benefit from the work-related resources and how they cope with job-related demands during the COVID-19 pandemic.

Previous findings indicate that the goals of teachers and their experienced emotions when interacting with students play an important role for their well-being. However, studies on the psychological impact of events have shown that the impact of bad events is stronger than the impact of good events. Thus, it may be that teachers’ goals and emotions for students showing undesirable behaviors (e.g., students who disrupt the class, do not finish their work, and have a negative attitude to learning) contribute more to their well-being than teachers’ goals and emotions for students showing desirable behaviors (e.g., students who pay attention in class, do their work on time, and have a positive attitude to learning), a distinction that has not been made in previous research. To examine this question, we measured teachers’ goals and emotions for students showing desirable and undesirable behaviors, and their affective, evaluative, occupational, and psychological well-being (N = 250). The results showed that teachers’ well-being was relatively strongly related to their goals and emotions for students showing undesirable behaviors: The higher the goals and the more positive the emotions, the higher the reported well-being. By contrast, the goals and emotions for students showing desirable behaviors were unrelated to teachers’ well-being. These results demonstrate that the principle of “bad is stronger than good” holds also for the influence of teachers’ goals and emotions on their well-being.

Job satisfaction plays an important role in healthcare organization and management; it is critical for maintaining and improving staff efficiency and consequently the quality of care provided. Organizational restructuring processes, including mergers, are likely to affect job satisfaction levels, but evidence of the impact they have is surprisingly scarce. The aim of the study was to describe a methodology used to measure job satisfaction of the employees at a Local Health Unit (LHU) in Italy immediately after a merger and to assess the determinants associated with any reduction in worker satisfaction. The study was conducted among employees of the LHU of the Sardinia Region in July 2018, after a merger of eight subregional LHUs had taken place. The entire staff was enrolled, of which a total of 1,737 employees were surveyed. We used a questionnaire exploring socio-demographic and working characteristics of the employees, the various areas related to job satisfaction and interviewee opinions on the merger process. Multivariable stepwise backward logistic regression models were built to identify factors independently associated with lower job satisfaction. The results of a multivariable analysis showed that lower job satisfaction was more likely in employees with an administrative role (aOR: 2.34, 95% CI: 1.37–4.00) or a career demotion (aOR: 1.84, 95%CI: 1.11–3.03). High levels of mental stress were strongly associated with lower job satisfaction (aOR: 5.64, 95%CI: 4.16–7.64). “More equity of employee rewards” was the only example of a set of responder suggestions found to be associated with lower job satisfaction (aOR: 2.30, 95%CI: 1.51–3.47). Generally, responders showed a good level of job satisfaction—and this was also the case following the merger—but some job profile determinants were strongly associated with low employee satisfaction. The results of the study highlighted several challenging areas and critical issues relating to working conditions. Further surveys are required to confirm these results and to monitor their evolution over time.

In this study, 223 primary and secondary school teachers in Shandong province were selected to examine the effect of work-family conflict on occupational well-being, using the questionnaire of work-family conflict, occupational well-being and psychological capital as measuring instruments. We further explored the mediating role of psychological capital between work-family conflict and occupational well-being. The obtained data were analyzed using SPSS20.0, AMOS16.0 and M-plus 7.0. Results revealed that (1) Work-family conflict was negatively correlated with the occupational well-being and psychological capital of primary and secondary school teachers, and negatively predicted occupational well-being and psychological capital of primary and secondary school teachers; (2) Psychological capital had a significant positive correlation with the occupational well-being of primary and secondary school teachers, and significantly predicted the occupational well-being of primary and secondary school teachers; (3) Psychological capital of primary and secondary school teachers played a mediating role in work-family conflict and occupational well-being.

This study investigated the reasons that leaders have given for their leader role occupancy. By using a mixed-method approach and large leader data, we aimed to provide a more nuanced picture of how leader positions are occupied in real life. We examined how individual leadership motivation may associate with other reasons for leader role occupancy. In addition, we aimed to integrate the different reasons behind leader role occupancy into the framework of sustainable leader careers and its two indicators: leader’s health (occupational well-being) and performance (measured indirectly as followers’ occupational well-being). The survey data consisted of 1,031 leaders from various sectors of working life. Qualitative analysis revealed that leaders mention various factors behind their leader role occupancy, resulting 26 themes. After inductive investigation of the data, theory-driven analysis focused on the sustainable career components (person, context, time) and agency vs. non-agency. Qualitative data was quantitized based on the theory-driven categories for statistical analysis. Based on the these analysis, we found out that only Affective-Identity MTL predicted all of the studied reasons behind leader role occupancy, whereas the other motivation types (Non-calculative MTL and Social-Normative MTL) did not. All of the reasons for leader role occupancy except non-agentic ones were related to both leaders’ own and their followers’ occupational well-being. Leaders with more person-related and agentic reasons for leader role occupancy experienced better occupational well-being. Person- and context-related and agentic reasons behind leader role occupancy associated also with followers’ occupational well-being, but the associations differed from those of leaders’ well-being: person-related and agentic reasons associated with followers’ exhaustion, but this association was not found among leaders. Our study provided important information for practitioners in the field of human resources and development, as it has shown that if the reasons for leader role occupancy mainly reflect circumstances or other non-person-related reasons, the experienced occupational well-being and person-career fit may remain weak. It is necessary to try to support the leadership motivation for those leaders, or to shape the job description in such a way that it can also offer the experiences of meaningfulness from aspects other than self-realization through a managerial role.

This study investigated the reasons that leaders have given for their leader role occupancy. By using a mixed-method approach and large leader data, we aimed to provide a more nuanced picture of how leader positions are occupied in real life. We examined how individual leadership motivation may associate with other reasons for leader role occupancy. In addition, we aimed to integrate the different reasons behind leader role occupancy into the framework of sustainable leader careers and its two indicators: leader's health (occupational well-being) and performance (measured indirectly as followers' occupational well-being). The survey data consisted of 1,031 leaders from various sectors of working life. Qualitative analysis revealed that leaders mention various factors behind their leader role occupancy, resulting 26 themes. After inductive investigation of the data, theory-driven analysis focused on the sustainable career components (person, context, time) and agency vs. non-agency. Qualitative data was quantitized based on the theory-driven categories for statistical analysis. Based on the these analysis, we found out that only Affective-Identity MTL predicted all of the studied reasons behind leader role occupancy, whereas the other motivation types (Non-calculative MTL and Social-Normative MTL) did not. All of the reasons for leader role occupancy except non-agentic ones were related to both leaders' own and their followers' occupational well-being. Leaders with more person-related and agentic reasons for leader role occupancy experienced better occupational well-being. Person- and context-related and agentic reasons behind leader role occupancy associated also with followers' occupational well-being, but the associations differed from those of leaders' well-being: person-related and agentic reasons associated with followers' exhaustion, but this association was not found among leaders. Our study provided important information for practitioners in the field of human resources and development, as it has shown that if the reasons for leader role occupancy mainly reflect circumstances or other non-person-related reasons, the experienced occupational well-being and person-career fit may remain weak. It is necessary to try to support the leadership motivation for those leaders, or to shape the job description in such a way that it can also offer the experiences of meaningfulness from aspects other than self-realization through a managerial role. [ABSTRACT FROM AUTHOR]

PurposeThe aim of this study was to investigate the occupational well-being among employees with chronic diseases, and the buffering effect of four job resources, possibly offering targets to enhance occupational well-being.MethodThis cross-sectional study (N = 1951) was carried out among employees in educational and (semi-)governmental organizations in the Netherlands. The dimensions of the survey were chronic diseases (i.e., physical, mental, or both physical and mental), occupational well-being (i.e., work ability, burnout complaints, and work engagement), and job resources (i.e., autonomy, social support by colleagues, supportive leadership style, and open and communicative culture). First, it was analyzed if chronic diseases were associated with occupational well-being. Second, it was analyzed if each of the four job resources would predict better occupational well-being. Third, possible moderation effects between the chronic disease groups and each job resource on occupational well-being were examined. Regression analyses were used, controlling for age.ResultsEach chronic disease group was associated with a lower work ability. However, higher burnout complaints and a lower work engagement were only predicted by the group with mental chronic diseases and by the group with both physical and mental chronic disease(s). Furthermore, all four job resources predicted lower burnout complaints and higher work engagement, while higher work ability was only predicted by autonomy and a supportive leadership style. Some moderation effects were observed. Autonomy buffered the negative relationship between the chronic disease groups with mental conditions (with or without physical conditions) and work ability, and the positive relationship between the group with both physical and mental chronic disease(s) and burnout complaints. Furthermore, a supportive leadership style is of less benefit for occupational well-being among the employees with mental chronic diseases (with or without physical chronic diseases) compared to the group employees without chronic diseases. No buffering was demonstrated for social support of colleagues and an open and communicative organizational culture.ConclusionAutonomy offers opportunities to reinforce occupational well-being among employees with mental chronic diseases. A supportive leadership style needs more investigation to clarify why this job resource is less beneficial for employees with mental chronic diseases than for the employees without chronic diseases.

Purpose: The aim of this study was to investigate the occupational well-being among employees with chronic diseases, and the buffering effect of four job resources, possibly offering targets to enhance occupational well-being. Method: This cross-sectional study (N = 1951) was carried out among employees in educational and (semi-)governmental organizations in the Netherlands. The dimensions of the survey were chronic diseases (i.e., physical, mental, or both physical and mental), occupational well-being (i.e., work ability, burnout complaints, and work engagement), and job resources (i.e., autonomy, social support by colleagues, supportive leadership style, and open and communicative culture). First, it was analyzed if chronic diseases were associated with occupational well-being. Second, it was analyzed if each of the four job resources would predict better occupational well-being. Third, possible moderation effects between the chronic disease groups and each job resource on occupational well-being were examined. Regression analyses were used, controlling for age. Results: Each chronic disease group was associated with a lower work ability. However, higher burnout complaints and a lower work engagement were only predicted by the group with mental chronic diseases and by the group with both physical and mental chronic disease(s). Furthermore, all four job resources predicted lower burnout complaints and higher work engagement, while higher work ability was only predicted by autonomy and a supportive leadership style. Some moderation effects were observed. Autonomy buffered the negative relationship between the chronic disease groups with mental conditions (with or without physical conditions) and work ability, and the positive relationship between the group with both physical and mental chronic disease(s) and burnout complaints. Furthermore, a supportive leadership style is of less benefit for occupational well-being among the employees with mental chronic diseases (with or without physical chronic diseases) compared to the group employees without chronic diseases. No buffering was demonstrated for social support of colleagues and an open and communicative organizational culture. Conclusion: Autonomy offers opportunities to reinforce occupational well-being among employees with mental chronic diseases. A supportive leadership style needs more investigation to clarify why this job resource is less beneficial for employees with mental chronic diseases than for the employees without chronic diseases. [ABSTRACT FROM AUTHOR]

Values represent people’s highest priorities and are cognitive representations of basic motivations. Work values determine what is important for employees in their work and what they want to achieve in their work. Past research shows that levels of both aspects of job-related well-being, job burnout and work engagement, are related to work values. The policing profession is associated with high engagement and a risk of burnout. There is a gap in the literature regarding the hierarchy of work values in police officers, how work values are associated with job burnout and work engagement in this group, and whether work values in police officers are sensitive to different levels of job burnout and work engagement. Therefore, the aim of our study was to examine the relationships between work values and job burnout and work engagement, in a group of experienced police officers. We investigated: (a) the hierarchy of work values based on Super’s theory of career development, (b) relationships between work values and burnout and work engagement, and (c) differences between the work values in four groups (burned-out, strained, engaged, and relaxed). A group of 234 Polish police officers completed the Work Values Inventory (WVI) modeled upon Super’s theory, the Oldenburg Burnout Inventory and the Utrecht Work Engagement Scale. The results show that police officers gave the highest priority to extrinsic work values. Job burnout was negatively correlated with the cognitive intrinsic work values (Creativity, Challenge, and Variety), while work engagement was positively correlated with the largest group of intrinsic work values (Creativity, Challenge, Variety, Altruism, and Achievement), as well as with the extrinsic work values (Prestige and Co-workers). The police officers showed significant differences, between levels of job burnout and work engagement, for intrinsic work values such as Variety, Challenge, and Creativity (large effects), and for Altruism and Prestige (moderate effects). The findings are discussed within the context of the Conservation of Resources theory, which explains how people invest and protect their personal resources, and how this is connected with preferred work values. We conclude that intrinsic work values are sensitive to different levels of burnout and engagement.

Values represent people's highest priorities and are cognitive representations of basic motivations. Work values determine what is important for employees in their work and what they want to achieve in their work. Past research shows that levels of both aspects of job-related well-being, job burnout and work engagement, are related to work values. The policing profession is associated with high engagement and a risk of burnout. There is a gap in the literature regarding the hierarchy of work values in police officers, how work values are associated with job burnout and work engagement in this group, and whether work values in police officers are sensitive to different levels of job burnout and work engagement. Therefore, the aim of our study was to examine the relationships between work values and job burnout and work engagement, in a group of experienced police officers. We investigated: (a) the hierarchy of work values based on Super's theory of career development, (b) relationships between work values and burnout and work engagement, and (c) differences between the work values in four groups (burned-out, strained, engaged, and relaxed). A group of 234 Polish police officers completed the Work Values Inventory (WVI) modeled upon Super's theory, the Oldenburg Burnout Inventory and the Utrecht Work Engagement Scale. The results show that police officers gave the highest priority to extrinsic work values. Job burnout was negatively correlated with the cognitive intrinsic work values (Creativity, Challenge, and Variety), while work engagement was positively correlated with the largest group of intrinsic work values (Creativity, Challenge, Variety, Altruism, and Achievement), as well as with the extrinsic work values (Prestige and Co-workers). The police officers showed significant differences, between levels of job burnout and work engagement, for intrinsic work values such as Variety, Challenge, and Creativity (large effects), and for Altruism and Prestige (moderate effects). The findings are discussed within the context of the Conservation of Resources theory, which explains how people invest and protect their personal resources, and how this is connected with preferred work values. We conclude that intrinsic work values are sensitive to different levels of burnout and engagement. [ABSTRACT FROM AUTHOR]