Purpose

This research investigates the mediation effect of perceived organizational support on the relationship between organization-based self-esteem and perceived occupational stress of teachers.

Design/methodology/approach

The present quantitative venture follows a causal research design to unveil the relationship among organization based self-esteem (independent variable), perceived occupational stress (dependent variable) and perceived organizational support (intervening variable). The research surveys 813 educators from nineteen selected distinct areas of Dhaka city; the survey instrument has twenty-six items apart from some general inquires about the respondents. To address the dynamic interplay among these variables, a confirmatory factor analysis (CFA) is conducted within a structural equation modeling (SEM) framework.

Findings

Teachers with low self-esteem perceived a high level of occupational stress, whereas teachers who perceived high organizational support feel low occupational stress. Increasing organizational support not only increases organization-based self-esteem but also mediates the relationship between self-esteem and occupational stress.

Practical implications

Teachers' stress is not only an increasing problem over the years but also it was one of the top six most stressful professions. The present study outlines the possible organizational initiatives that can reduce the stresses of the teaching profession.

Originality/value

The findings of the present study square with several theoretical frameworks such as the job demands–resources (JD–R) model and conservation of resources (COR) theory. The results highlight the fact that allowing school teachers to express their ideas and points of view makes them feel esteemed. Likewise, good relations with the school head and getting positive feedback are found to be contributing factors. The teachers feel lesson planning overburdensome and undue office inspections hurt their self-esteem. Any school can increase the self-esteem of the teachers by providing support and training to adjust to changes.

中文翻译：

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教育者的自尊：感知职业压力的影响和组织支持的作用

目的

本研究考察感知组织支持对教师组织自尊与感知职业压力之间的中介作用。

设计/方法/方法

目前的量化冒险遵循因果研究设计，以揭示基于组织的自尊（自变量）、感知的职业压力（因变量）和感知的组织支持（干预变量）之间的关系。该研究调查了来自达卡市 19 个不同地区的 813 名教育工作者；除了对受访者的一些一般询问外，调查工具还有 26 个项目。为了解决这些变量之间的动态相互作用，在结构方程建模 (SEM) 框架内进行了验证性因素分析 (CFA)。

发现

低自尊的教师感知到较高的职业压力，而感知到高组织支持的教师则感知到较低的职业压力。增加组织支持不仅会增加基于组织的自尊，而且在自尊与职业压力之间起中介作用。

实际影响

教师的压力不仅是多年来日益严重的问题，而且是前六名压力最大的职业之一。本研究概述了可以减轻教师职业压力的可能的组织举措。

原创性/价值

本研究的结果与几个理论框架相吻合，例如工作需求-资源 (JD-R) 模型和资源保护 (COR) 理论。结果突出了一个事实，即允许学校教师表达他们的想法和观点使他们感到受到尊重。同样，与校长的良好关系和获得积极的反馈也被认为是促成因素。老师们觉得备课负担过重，不适当的办公室检查伤害了他们的自尊。任何学校都可以通过提供支持和培训来适应变化，从而提高教师的自尊。