The two studies presented here examine the effects of teachers’ enhanced sense of meaning at work (SOM) on their burnout and engagement. In the first study, 41 teachers in two Arab schools were randomly assigned to a meaning-induction group—in which they were prompted daily to acknowledge meaningful incidents at work for 2 weeks or to a control group. Qualitative analyses focused on teachers’ daily experiences of meaningful incidents, reflecting their contribution to others. In addition, one-way repeated measures analyses of variance indicated that teachers that acknowledged these incidents reported decreased burnout and increased engagement. In Study 2, the sample comprised 60 Arab and Jewish teachers who completed daily surveys for 12 workdays. Hierarchical linear modeling analyses showed that teachers’ daily SOM was associated with increased engagement on the following day and somewhat increased stress. Thus, the studies highlight teachers’ SOM as a resource that contributes to engagement and can be enhanced intentionally.

这里介绍的两项研究考察了教师在工作中增强的意义感 (SOM) 对他们的倦怠和敬业度的影响。在第一项研究中，两所阿拉伯学校的 41 名教师被随机分配到一个意义诱导组——在该组中，他们每天被提示承认工作中有意义的事件，为期 2 周，或者分配到一个对照组。定性分析侧重于教师对有意义事件的日常体验，反映他们对他人的贡献。此外，单向重复测量方差分析表明，承认这些事件的教师报告说他们的倦怠减少了，参与度增加了。在研究 2 中，样本包括 60 名阿拉伯和犹太教师，他们完成了 12 个工作日的每日调查。分层线性模型分析表明，教师的日常 SOM 与第二天的参与度增加和压力有所增加有关。因此，这些研究强调教师的 SOM 是一种有助于参与的资源，并且可以有意识地增强。