This study applied the job demands–resources (JD–R) model to examine antecedents and processes leading to emotional exhaustion in homeroom teachers. We hypothesized that the demands imposed by student misbehavior, conflicts with parents, and workload would relate positively with emotional exhaustion and that prolonging working hours as a coping behavior would mediate these effects. The cross-sectional study involved self-reported questionnaire-based data of 560 homeroom teachers in Switzerland. The results of structural equation modeling (SEM) revealed that workload (β = 0.43), conflicts with parents (β = 0.25), and student misbehavior (β = 0.23) were positively related to emotional exhaustion and that prolonging working hours partially mediated the effect of workload on emotional exhaustion (β = 0.21). Conflicts with parents and student misbehavior only related to emotional exhaustion directly, and not indirectly. We discuss these findings in light of the JD–R model, teacher education, and teachers' health promotion.

本研究应用工作需求-资源 (JD-R) 模型来检查导致班主任情绪衰竭的前因和过程。我们假设学生的不当行为、与父母的冲突和工作量所施加的要求与情绪衰竭呈正相关，而延长工作时间作为一种应对行为会调解这些影响。横断面研究涉及瑞士 560 名班主任的自我报告问卷数据。结构方程模型 (SEM) 的结果显示，工作量 (β = 0.43)、与父母的冲突 (β = 0.25) 和学生的不当行为 (β = 0.23) 与情绪耗竭呈正相关，而延长工作时间在一定程度上调节了这种影响情绪耗竭的工作量（β = 0.21）。与父母的冲突和学生的不当行为仅与情绪耗竭直接相关，而非间接相关。我们根据 JD-R 模型、教师教育和教师健康促进来讨论这些发现。