An analysis of teacher presenteeism from the perspective of the job demands resources theory

The purpose of this research is to analyze the natural connections of presenteeism using the Job Demands-Resources (JD-R) model, which explains employees' well-being and affective states with job characteristics. Presenteeism is defined as an experience that arises from various factors (such as chronic illness, workplace stress, non-work-related engagements, personal circumstances of the employee, and negative environmental factors). Studies have determined that presenteeism has negative psychological effects on employees and adversely affects organizational functioning and productivity. Due to the potential for promoting or inhibiting presenteeism, job characteristics have received increased attention in presenteeism research. The JD-R model, which establishes a relationship between job characteristics (job demands and job resources) and employee well-being and performance, provides an important conceptual framework for understanding presenteeism. In the current study, a quantitative research method was employed using a correlational design to explain the relationships between variables. The population of the study consisted of teachers working in public schools in the city center of Elazig. Through cluster sampling, a total of 87 schools and 796 teachers working in these schools were selected as participants. The data collection instruments included the Short Version of the Burnout Scale, Short Version of the Work Engagement Scale, Work-Family Conflict Scale, Emotional Demands Scale, Supervisor and Colleague Support Scale, and Perceived Teacher Presenteeism Scale. The prepared scales were duplicated, placed in sealed envelopes, and distributed to teachers during school visits, and then collected from them at predetermined time intervals. The JD-R model predicts that job resources are positively related to organizational and individual outcomes through work engagement, while job demands may be associated with organizational and individual outcomes through burnout. Additionally, the JD-R literature claims that job resources can buffer the negative effects of job demands. Therefore, the research conducted mediation, moderation, and moderated mediation analyses. As the data were collected from clustered structures such as schools, the analyses were performed using multilevel modeling techniques. The analyses conducted using multilevel structural equation modeling supported the core propositions of the JD-R model. It was found that job demands were positively related to presenteeism through burnout at both the teacher and school levels. On the other hand, job resources were negatively related to presenteeism through work engagement at both levels. Furthermore, it was determined that job resources played a moderating role in the relationship between job demands and burnout, and burnout acted as a mediator between job demands and presenteeism at both the teacher and school levels. In conclusion, it can be said that in situations characterized by work-family conflict and high emotional demands, burnout and indirectly perceived presenteeism may be high. However, evidence has been provided to suggest that in situations where supervisor and colleague support are high, work engagement may be high, but indirectly perceived presenteeism may be lower. Additionally, findings have been obtained to support the notion that job resources can mitigate the negative outcomes associated with job demands. Therefore, in situations where supervisor and coworker support is high, it can be said that burnout and indirectly perceived presenteeism, which can be predicted by work-family conflict and emotional demands, may be lower.