The Effect of Education Level on Psychological Empowerment and Burnout-The Mediating Role of Workplace Learning Behaviors
The study investigates the relationship between
education level, workplace learning behaviors, psychological
empowerment and burnout in a sample of 191 teachers. We
hypothesized that education level will positively affect psychological
state of increased empowerment and decreased burnout, and we
purposed that these effects will be mediated by workplace learning
behaviors. We used multiple regression analyses to test the model
that included also the 6 following control variables: The teachers'
age, gender, and teaching tenure; the schools' religious level, the
pupils' needs: regular/ special needs, and the class level: elementary/
high school. The results support the purposed mediating model.
[1] Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable
distinction in social psychological research: Conceptual, strategic, and
statistical considerations. Journal of Personality and Social Psychology,
51, 1173-1182.
[2] Barrick, M. R. and Mount, M. K. (1991). The big five personality
dimensions and job performance.Personnel Psychology, 44: 1-26.
[3] Bindl, U. K., & Parker, S. K. (2010). Proactive work behavior: Forwardthinking
and change- oriented action in organizations. In S. Zedeck
(Ed.), APA handbook of industrial and organizational psychology.
Washington, DC: American Psychological Association.
[4] Bruller, D., &Carmeli, A.(2011). Linking capacities of high quality
relationships to team learning and performance in service
organizations.Human Resource Management, 50(4): 455 - 477.
[5] Bryan Fuller, B. , &Marlerb, L. E. (2009). Change driven by nature:A
meta- analytic review of proactive personality literature.Journal of
Vocational Behavior, 75(3): 329-345.
[6] Carmeli, A., Brueller, D., & Dutton, J. E. (2009). Learning behaviours in
the Workplace: The role of high-quality interpersonal relationships and
psychological safety.Systems Research and Behavioral Science, 26: 81-
98.
[7] Carmeli, A., Gittell, J. H. (2009). High-quality relationships,
psychological safety, and learning from failures in work organizations.
Journal ofOrganizational Behavior, 30(6): 709-729.
[8] Crant, J. M. (2000). Proactive behavior in organizations.Journal of
Management, 26, 435- 462.
[9] Dollard, M. F,.& Winfield, A. H. (1998). A test of the demand- control/
support model of work stress in correctional officers.Journal of
Occupational Health Psychology, 3: 243-264.
[10] Edmondson, A. C., Dillon, J.R., &Rolofl, K. S. (2007). Chapter 6: Three
perspectives on team learning. The Academy of Management Annals,
1(1): 269- 314.
[11] Edmondson, A. C. (1999). Psychological safety and learning behavior in
work teams. Administrative Science Quarterly, 44, 2, 350-383.
[12] Fang, E., Palmatier, R. W., & Evans, K. R. (2004). Goal-Setting
Paradoxes? Trade- Offs between working hard and working smart: The
unitedstates versus china. Academy of Marketing Science Journal, 32(2):
188- 201.
[13] Karasek, R. (1998). Demand-Control Model: A social, emotional, and
physiological approach to stress risk and active behaviour development.
In J. M. Stellmann (Ed.), Encyclopaedia of Occupational Health and
Safety, 4th Edn (p. 34). Geneva: International Labour Office.
[14] Karasek, R., &Yhorell, T. (1990). Healthy work: Stress, productivity and
the reconstruction of working life. Ney York: Basic Books.
[15] Klehe, U. C., & Anderson, N. (2007). Working hard and working smart:
motivation and ability during typical and maximum performance.
Journal of Applied sychology, 92: 978- 992.
[16] Maslach, C., Schaufeli, W. B., &Leiter, M. P. (2001). Job
burnout.Annual Review of Psychology, 52, 397-422.
[17] Maslach, C., & Jackson, S. (1981). The measurement of experienced
burnout. Journal of Occupational Behavior, 2, 99- 113.
[18] McCrae, R. R. (1994), Openness to experience: Expanding the
boundaries of Factor V. European Journal ofPersonality, 8: 251-272.
[19] O-Connor, M. C., &Paunonen, . S. V. (2007). Big Five personality
predictors of post-secondary academic performance. Personality and
Individual Dffi erences, 43: 971-990.
[20] Parker, S. H., &Sprigg, C. A. (1999). Minimizing strain and
maximizing learning: The role of job demands, job control, and
proactive personality. Journal of Applied Psychology, 84(6): 925- 939.
[21] Parker, S. H., Williams, H. M., Turner, N. (2006). Modeling the
antecedents of proactive behavior at work.Journal of Applied
Psychology, 91(3): 636 - 652.
[22] Rapp, A., Ahearne, M., Mathieu, J., &Schillewaert , N. (2006). The
impact of knowledge and empowerment on working smart and working
hard: The moderating role of experience. International Journal of
Research in Marketing, 23(3): 279.
[23] Somech, A., &Boglera,R.. (2004).Influence of teacher empowerment on
teachers- organizational commitment, professional commitment and
organizational citizenship behavior in schools. Teaching and Teacher
Education, 20: 277-289.
[24] Sprietzer, G. M. (1995). Psychological empowerment in thework place:
Dimensions, measurement and validation. Academy of Management
Journal, 38(5):1442- 14465.
[25] Sprietzer, M.G., Kizilos, M. A., &Nason, S. W. (1997). A dimensional
analysis of the relationship between psychological empowerment and
effectiveness, satisfaction, and strain.Journal of Management, 23(5):
679- 704.
[26] Taris, T. W., &Kompier, M. A. J. (2005). Job characteristics and
learning behavior.Research inOccupational Stress and Well-being (Vol.
4, pp. 127-166). Amsterdam: JAI Press.
[27] Taris, T.W., De Lange, A. H., Kompier, M. A. J., Schaufeli,W. B.,
&Schreurs, P. J. G. (2003). Learningnew behaviorpatterns: A
longitudinal test of Karasek-s active learning hypothesis amongDutch
teachers.Work and Stress, 17, 1-20.
[28] Unsworth, K. L., & Parker, S. K. (2003). Proactivity and innovation:
Promoting a new workforce for the new workplace. In D. Holman, T. D.
Wall, C. W. Clegg, P.Sparrow, & A. Howard (Eds.), Thenew workplace:
A guide to the human impact of modern working practices (pp.175-
196). Chichester, England: Wiley.
[29] Weststar, J. (2009). Worker control andworkplace learning: Expansion
of the job Demand-control model. Industrial Relations: A Journal of
Economy and Society, 48(3): 533-548.
[1] Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable
distinction in social psychological research: Conceptual, strategic, and
statistical considerations. Journal of Personality and Social Psychology,
51, 1173-1182.
[2] Barrick, M. R. and Mount, M. K. (1991). The big five personality
dimensions and job performance.Personnel Psychology, 44: 1-26.
[3] Bindl, U. K., & Parker, S. K. (2010). Proactive work behavior: Forwardthinking
and change- oriented action in organizations. In S. Zedeck
(Ed.), APA handbook of industrial and organizational psychology.
Washington, DC: American Psychological Association.
[4] Bruller, D., &Carmeli, A.(2011). Linking capacities of high quality
relationships to team learning and performance in service
organizations.Human Resource Management, 50(4): 455 - 477.
[5] Bryan Fuller, B. , &Marlerb, L. E. (2009). Change driven by nature:A
meta- analytic review of proactive personality literature.Journal of
Vocational Behavior, 75(3): 329-345.
[6] Carmeli, A., Brueller, D., & Dutton, J. E. (2009). Learning behaviours in
the Workplace: The role of high-quality interpersonal relationships and
psychological safety.Systems Research and Behavioral Science, 26: 81-
98.
[7] Carmeli, A., Gittell, J. H. (2009). High-quality relationships,
psychological safety, and learning from failures in work organizations.
Journal ofOrganizational Behavior, 30(6): 709-729.
[8] Crant, J. M. (2000). Proactive behavior in organizations.Journal of
Management, 26, 435- 462.
[9] Dollard, M. F,.& Winfield, A. H. (1998). A test of the demand- control/
support model of work stress in correctional officers.Journal of
Occupational Health Psychology, 3: 243-264.
[10] Edmondson, A. C., Dillon, J.R., &Rolofl, K. S. (2007). Chapter 6: Three
perspectives on team learning. The Academy of Management Annals,
1(1): 269- 314.
[11] Edmondson, A. C. (1999). Psychological safety and learning behavior in
work teams. Administrative Science Quarterly, 44, 2, 350-383.
[12] Fang, E., Palmatier, R. W., & Evans, K. R. (2004). Goal-Setting
Paradoxes? Trade- Offs between working hard and working smart: The
unitedstates versus china. Academy of Marketing Science Journal, 32(2):
188- 201.
[13] Karasek, R. (1998). Demand-Control Model: A social, emotional, and
physiological approach to stress risk and active behaviour development.
In J. M. Stellmann (Ed.), Encyclopaedia of Occupational Health and
Safety, 4th Edn (p. 34). Geneva: International Labour Office.
[14] Karasek, R., &Yhorell, T. (1990). Healthy work: Stress, productivity and
the reconstruction of working life. Ney York: Basic Books.
[15] Klehe, U. C., & Anderson, N. (2007). Working hard and working smart:
motivation and ability during typical and maximum performance.
Journal of Applied sychology, 92: 978- 992.
[16] Maslach, C., Schaufeli, W. B., &Leiter, M. P. (2001). Job
burnout.Annual Review of Psychology, 52, 397-422.
[17] Maslach, C., & Jackson, S. (1981). The measurement of experienced
burnout. Journal of Occupational Behavior, 2, 99- 113.
[18] McCrae, R. R. (1994), Openness to experience: Expanding the
boundaries of Factor V. European Journal ofPersonality, 8: 251-272.
[19] O-Connor, M. C., &Paunonen, . S. V. (2007). Big Five personality
predictors of post-secondary academic performance. Personality and
Individual Dffi erences, 43: 971-990.
[20] Parker, S. H., &Sprigg, C. A. (1999). Minimizing strain and
maximizing learning: The role of job demands, job control, and
proactive personality. Journal of Applied Psychology, 84(6): 925- 939.
[21] Parker, S. H., Williams, H. M., Turner, N. (2006). Modeling the
antecedents of proactive behavior at work.Journal of Applied
Psychology, 91(3): 636 - 652.
[22] Rapp, A., Ahearne, M., Mathieu, J., &Schillewaert , N. (2006). The
impact of knowledge and empowerment on working smart and working
hard: The moderating role of experience. International Journal of
Research in Marketing, 23(3): 279.
[23] Somech, A., &Boglera,R.. (2004).Influence of teacher empowerment on
teachers- organizational commitment, professional commitment and
organizational citizenship behavior in schools. Teaching and Teacher
Education, 20: 277-289.
[24] Sprietzer, G. M. (1995). Psychological empowerment in thework place:
Dimensions, measurement and validation. Academy of Management
Journal, 38(5):1442- 14465.
[25] Sprietzer, M.G., Kizilos, M. A., &Nason, S. W. (1997). A dimensional
analysis of the relationship between psychological empowerment and
effectiveness, satisfaction, and strain.Journal of Management, 23(5):
679- 704.
[26] Taris, T. W., &Kompier, M. A. J. (2005). Job characteristics and
learning behavior.Research inOccupational Stress and Well-being (Vol.
4, pp. 127-166). Amsterdam: JAI Press.
[27] Taris, T.W., De Lange, A. H., Kompier, M. A. J., Schaufeli,W. B.,
&Schreurs, P. J. G. (2003). Learningnew behaviorpatterns: A
longitudinal test of Karasek-s active learning hypothesis amongDutch
teachers.Work and Stress, 17, 1-20.
[28] Unsworth, K. L., & Parker, S. K. (2003). Proactivity and innovation:
Promoting a new workforce for the new workplace. In D. Holman, T. D.
Wall, C. W. Clegg, P.Sparrow, & A. Howard (Eds.), Thenew workplace:
A guide to the human impact of modern working practices (pp.175-
196). Chichester, England: Wiley.
[29] Weststar, J. (2009). Worker control andworkplace learning: Expansion
of the job Demand-control model. Industrial Relations: A Journal of
Economy and Society, 48(3): 533-548.
@article{"International Journal of Business, Human and Social Sciences:58782", author = "Sarit Rashkovits and Yael Livne", title = "The Effect of Education Level on Psychological Empowerment and Burnout-The Mediating Role of Workplace Learning Behaviors", abstract = "The study investigates the relationship between
education level, workplace learning behaviors, psychological
empowerment and burnout in a sample of 191 teachers. We
hypothesized that education level will positively affect psychological
state of increased empowerment and decreased burnout, and we
purposed that these effects will be mediated by workplace learning
behaviors. We used multiple regression analyses to test the model
that included also the 6 following control variables: The teachers'
age, gender, and teaching tenure; the schools' religious level, the
pupils' needs: regular/ special needs, and the class level: elementary/
high school. The results support the purposed mediating model.", keywords = "Education level, Learning behaviors, Psychological empowerment, Burnout.", volume = "7", number = "6", pages = "1707-6", }
