The mediating role of self efficacy beliefs in the job demands-resources model

Abstract

Background: The central aim of the present study was to expand the Job Demands-Resources (JD-R) model by examining the mediating role of two self efficacy beliefs (occupational coping self efficacy and recovery self efficacy) in the association between psychosocial job characteristics and psychological distress and job-related well-being among Italian teachers. Methods: Questionnaire data from 246 teachers (83% female, with a mean age of 43.2 years, SD=9.1) were analyzed. Participants completed the following measures: the Leiden Quality of Work Questionnaire for Teachers, Teachers self efficacy, Recovery self efficacy, Maslach Burnout Inventory-Education Survey, and Utrecht Work Engagement Scale (short version). A cross-sectional study design was applied. Hierarchical multiple regression analyses were conducted. Findings: Results show that self efficacy beliefs do not mediate the relationship between job demands and burnout dimensions (emotional exhaustion and depersonalization). Instead, teacher self efficacy mediates the relationship between job resources and positive dimensions (engagement, personal accomplishment and job satisfaction). Discussion: Results are partially in line with previous studies (e.g., Llorens et al., 2007): only professional efficacy beliefs play a mediating role between psychosocial job resources and positive dimensions. The implications of these findings for the JD-R model are discussed.