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Introduction Due to the aging workforce, it will become even more common for organizations to count, among their employees, women who are dealing with menopause. To date, no knowledge is available regarding the work ability among menopausal women. With this view, the aim of the present study was to identify work-related psychosocial factors associated with work ability in a sample of menopausal working women. Methods A self-report questionnaire was administered to 1069 menopausal women employed as administrative officers in the Italian public sector. The study design was cross-sectional. Results Work ability was found to be negatively associated with family-work conflict (β = -0.21, p = 0.0001) and positively associated with health-oriented organizational climate (β = 0.12, p = 0.0001), job autonomy (β = 0.08, p= 0.006), and skill discretion (β = 0.08, p= 0.048). Conversely, work ability did not show significant associations with job demands, flexible working hours, and social support. Discussion From a practical point of view, our study identifies various areas of intervention that could foster job sustainability during menopause. In particular, our findings suggest that, to improve women's job sustainability across their entire work-life span, it may be crucial to develop organizational policies, training, and activities specifically dedicated to sustaining menopausal women's well-being.

University organizational contexts have been changing significantly in recent years, and academic staff are expected to manage larger workloads at an increased pace. This can threaten their well-being and exacerbate work-related stress—possibly creating negative impacts on their mental and physical states. Surprisingly, academic occupational psychological health is still rarely studied. By referring to the Job Demands-Resources (JD-R) conceptual model, this study aimed to analyze the relationship between university teachers’ well-being and job demands and resources, with a particular focus on the role of the relationship with students. Specifically, 550 associate and full professors were studied to determine the impact of job characteristics, quality of relationships in the work environment, and negative and positive relations with students regarding emotional exhaustion and work engagement. Hierarchical multiple regression models allowed us to highlight the fact that emotional exhaustion was positively and significantly associated with workload, conflicts with colleagues, and requests from students, and it was negatively associated with work meaning. Work engagement was positively and significantly associated with work meaning and social support from students. Our study points out that the flexible and renowned JD-R model can successfully be used to analyze the occupational psychological health of academics. Further, our study underscores the fact that, among job demands and resources, the often-neglected relations with external users (the students) can play an important role in university teachers’ perceptions of exhaustion and engagement.

Objective The COVID-19 pandemic made working from home (WFH) the new way of working. This study investigates the impact that family-work conflict, social isolation, distracting environment, job autonomy, and self-leadership have on employees' productivity, work engagement, and stress experienced when WFH during the pandemic. Methods This cross-sectional study analyzed data collected through an online questionnaire completed by 209 employees WFH during the pandemic. The assumptions were tested using hierarchical linear regression. Results Employees' family-work conflict and social isolation were negatively related, while self-leadership and autonomy were positively related, to WFH productivity and WFH engagement. Family-work conflict and social isolation were negatively related to WFH stress, which was not affected by autonomy and self-leadership. Conclusion Individual- and work-related aspects both hinder and facilitate WFH during the COVID-19 outbreak.

Background The double role of caregiver-employee (CE) defines those workers who simultaneously serve as an informal, unpaid care provider for sick, disabled, or elderly relatives, and it is a situation that is on the increase in most western countries. Providing informal caregiving can lead to detrimental effects on emotional well-being and several physical and psychological diseases (e.g., caregiver-burden). CEs can suffer double discomfort (at work and at home), but, first of all, they can be exposed to a high level of home-to-work conflict (HWI). In this study, we analyzed the CE phenomenon in a typical Italian public company, where the mean age of workers is particularly high. Methods An online questionnaire related to the perception of HWI, well-being, and discomfort at work (depression, emotional exhaustion, job engagement) in relation to the family load (none, parents with

The school context is nowadays exposed to several demanding factors relating to students and family needs, external evaluative processes of students’ learning and process outcomes, such as the ability in planning training courses and learning environment. Therefore, in order to better accomplish these demands, assessing the different aspects of the organizational climate and teachers’ morale should represent a useful method to monitor what should be improve and, on the contrary, what resources are efficiently still working. Moreover, there is a need to develop tools that adequately support schools to make self-assessment evaluations of the internal organizational climate and teacher morale. The present study proposes an Italian version of the School Organizational Health Questionnaire, developed by Hart et al. (2000). Using Confirmatory Factor Analysis, results highlight that the 56-item version presents satisfactory psychometric properties. Given the scarcity of adequate measurement tools to assess the quality of the school climate and morale, the present study gives further insight to increase the use of self-assessment tools in the development of good practices and monitor teacher morale within the school context.

This study aimed at the assessment of psychometric properties of the Italian version of the Spanish Burnout Inventory (SBI-Ita) in a sample of Italian teachers and the analysis of burnout profiles based on a model that includes four dimensions: Enthusiasm toward job, Psychological exhaustion, Indolence, and Guilt. A self-reported questionnaire was filled out by 689 Italian teachers. Data analyses performed Multi-sample Confirmatory Factor Analysis and Hierarchical Cluster Analysis. Results confirmed the hypothesized four-factor structure and the discriminant role of Guilt in differentiating clusters. Results highlights the reliability of the SBI-Ita in the assessment of teachers’ burnout. Furthermore, results evidence for a new typology of burnout that differentiate guilty from non-guilty professionals.

In recent years, the average age of workers has risen. Because of that, work ability is reducing in many sectors, especially in a public context. Given the above, it is necessary to investigate the individual and organisational resources that can play a role in the protection of work ability. This study investigates the work ability of administrative workers, examines selection, optimisation, and compensation (SOC) as a form of mediation between job control and work ability, and explores the relationship of job control, age, work ability, and SOC strategies via moderated mediation models. The findings indicate that job control, SOC strategies, and age correlate to work ability, but the effect of these factors is different. Job control and SOC strategies are positively related to work ability, and job control positively relates to the use of optimisation and compensation. However, only optimisation and compensation strategies mediate the association between job control and work ability. Finally, age moderates the effect of job control on work ability. The findings suggest that interventions, such as SOC training, promotion, and job control, may help to sustain work ability among elderly administrative workers.

Background Despite the growing presence of menopausal women in workplaces, studies aimed at exploring the link between menopausal symptoms and job well-being are scarce. In the interest of addressing this gap, the present study aimed to explore whether menopausal symptoms might contribute to increased levels of burnout and whether this relationship can be moderated by social or personal resources. Method The study design was cross-sectional and non-randomized. Ninety-four menopausal nurses completed a self-report questionnaire including scales aimed at measuring menopausal symptoms, burnout, social (i.e., support from superiors and colleagues) and personal (i.e., self-efficacy, resilience, and optimism) resources. Moderated regression analyses were performed to test study hypotheses. Results Whereas menopausal symptoms were associated significantly with emotional exhaustion, no social or personal resources were found to moderate this relationship. Regarding depersonalization, our study indicated that it was affected by menopausal symptoms only among nurses who reported low social support (from superiors and colleagues), optimism, and resilience. Conclusion The present study highlights the importance of organizations that employ a growing number of menopausal women to seek solutions at the individual and social levels that help these women deal with their menopausal transition while working.

The aim of the study is to identify relationships between levels of burnout in a sample of Italian teachers in middle school and the quality of the classroom relational climate experienced from their students. Method: analysis identified three different teachers’ burnout profiles, defined as “Enthusiastic”, “Exhausted-Indifferent” and “Exhausted-Guilty”. ANOVA showed that were significant differences in the quality of classroom relational climate perceived by students. The Enthusiastic group was associated with better levels regarding the students’ perception about teachers support and, concerning student-peers relationship, better support and mutual respect.The results are consistent with literature that underlines how burned-out teachers experience more difficult and conflictive relationship with their students. Moreover, it emerges how deficiencies in relational experience could impact not only on the student-teacher relationship, but also on the quality of student-peer interactions.

Purpose Concerns about change, a measure of the perception about future losses owing to organizational change, have received scarce attention within the organizational change literature. This study aims to address some relevant questions still unexplored regarding, the relationship between concerns about change and employees’ burnout and work engagement. Moreover, it evaluates the buffering role of social support namely, that of colleagues and superiors, during the anticipation stage of an organizational change process. Design/methodology/approach Six hundred and thirty-two employees of an administrative public sector filled out a self-reporting questionnaire. Data analysis was performed using hierarchical moderated regression to show direct and moderating effects. Findings Results suggest that concerns about change, measured during the anticipation stage of an organizational change process, relate to higher burnout and lower work engagement. Social support significantly affects the relationship between concerns and outcomes. Originality/value Overall, the study shows the role exerted from concerns about change in affecting employees’ wellbeing as the early stage of the organizational change process, providing scholars and practitioners in human resources management with new insight regarding the importance of support from colleagues and supervisor to sustain successful change implementation and employees’ wellbeing.

Objective: Demographic changes involving western countries and later retirements due to the recent pension reforms induce a gradual aging of the workforce. This imply an increasing number of workers with health problems and a decreasing of ability to work. In this direction, the present study aims at examining the role of job and personal resources between age and work ability within nurses. Method: The study was cross-sectional and not randomized; data were collected by a self-report questionnaire during a multi-center survey conducted in two Italian hospitals in 2016. In this way, 333 nurses were reached. Results: Multiple linear regression showed that age is significantly and negatively associated to work ability, and that job resources (e.g., decision authority and meaning of work) and personal resources (e.g., hope and resilience) moderate the relationship between age and work ability. Discussion: These results highlight that investing in work and personal resources to support WA is even more relevant for those professions where high physical effort is required.

Background Based on the conservation of resource (COR) theory by Hobfoll, the aim of the present study was to test whether the relationships among relational demands, work meaning, and intention to leave vary as a function of the presence of musculoskeletal disorders (MSDs). Method The study was cross-sectional and non-randomized. Analyses were carried out on a dataset consisting of 429 preschool teachers, who filled out a self-report questionnaire. Of them, 238 reported a MSD diagnosis and 191 were free form MSDs. Results As expected, among those who reported MSDs, relational demands were significantly associated to intention to leave, and this relationship was mediated by work meaning; moreover, among those free from MSDs, no significant paths among the three variables were found. Conclusion In general, results showed that suffering from MSDs impairs workers’ ability to face to relational demands, thus activating a spiral that encompasses diminished work meaning and intention to leave. Practical implications of results will be discussed in the paper.