The work design contribution to educational workers' sustainable wellbeing and performance patterns

Pérez-Nebra, Amalia Raquel (Universidad de Zaragoza) ; Viana, Brenda Soares ; Lira, Eva (Universidad de Zaragoza) ; Martín-Hernandez, Pilar (Universidad de Zaragoza) ; Gracia-Pérez, María Luisa (Universidad de Zaragoza) ; Gil-Lacruz, Marta (Universidad de Zaragoza)

Resumen: Brazilian education faces difficulties relating to performance and illness, suggesting that the characteristics of the work can affect both variables. This study aims to describe the work characteristics that increase the odds of having happy–productive patterns in education workers. A total of 4,598 employees of the Secretariat of Education of the Federal District (SEEDF) participated in the research, answering questionnaires about work design (Brazilian version, with 18 factors), wellbeing (containing three factors), and performance. The results showed that task, social, and contextual characteristics increase the probability of being in the happy–productive pattern, and specifically, Social Support, Feedback from Others, Task Significance, Task Identity, and Autonomy, in this order, should be considered for intervention purposes.

Idioma: Inglés

DOI: 10.3389/fpsyg.2022.1020942

Año: 2022

Publicado en: Frontiers in Psychology 13 (2022), 1020942 [11 pp.]
ISSN: 1664-1078

Factor impacto JCR: 3.8 (2022)

Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 34 / 147 = 0.231 (2022) - Q1 - T1

Factor impacto CITESCORE: 4.5 - Psychology (Q2)

Factor impacto SCIMAGO: 0.891 - Psychology (miscellaneous) (Q2)

Financiación: info:eu-repo/grantAgreement/ES/DGA/S16-20R

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Psicología Social (Dpto. Psicología y Sociología)
Área (Departamento): Área Trabajo Social y Serv.Soc (Dpto. Psicología y Sociología)