Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based on longitudinal data of n = 1071 Swiss primary and secondary school teachers over the course of one school year, the present study examined the reciprocal relationship between teachers’ perceived time pressure and emotional exhaustion and whether received social support from the school principal buffers this relationship. Results of a random intercept cross-lagged panel model show a strong relationship between teachers’ perceived time pressure and emotional exhaustion at the between-person level, but no effects at the within-person level. Further, received social support was directly related to less perceived time pressure and less emotional exhaustion. The results showed neither evidence for reciprocal effects between perceived time pressure and emotional exhaustion nor for a buffering effect of received social support from the school principal. Concluding, present findings indicate that the receipt of social support from the school principal is a central job resource that beneficially relates to teachers’ experience of time pressure and emotional exhaustion.

由于时间压力，许多教师会经历与工作相关的高度紧张，随着时间的推移，这会导致各种健康问题，例如情绪疲惫。然而，越来越多的证据表明这可能是一种相互影响。此外，众所周知，感知到的社会支持可以缓冲压力对健康结果的负面影响，例如时间压力。关于获得的社会支持的缓冲效果知之甚少。基于n的纵向数据 = 1071 名瑞士中小学教师在一学年的过程中，本研究考察了教师感知到的时间压力和情绪衰竭之间的相互关系，以及是否得到校长的社会支持缓冲了这种关系。随机截距交叉滞后面板模型的结果表明，教师感知时间压力与人际层面的情绪耗竭之间存在很强的相关性，但在人际层面没有影响。此外，获得的社会支持与更少的感知时间压力和更少的情绪疲惫直接相关。结果既没有表明感知到的时间压力和情绪衰竭之间的相互影响，也没有表明从学校校长那里得到社会支持的缓冲作用。总结，