Work overload among female chilean teachers: The moderating role of control and social support

Authors

Keywords:

Teaching Work, Work Overload, Control, Social Support

Abstract

The present study evaluated the moderating role that the variables “control” and “social support” play in the perception of work overload among female Chilean teachers. To this end, we conducted a cross-sectional design based on secondary data, as well as a simple moderation analysis with the responses of self-submitted questionnaires from 4,813 female Chilean teachers who, in 2019, taught “Language and Communication” and “Mathematics” in the 8th grade of elementary school. The results show that only the variable “social support” plays a moderating role in attenuating the harmful effect of overload on job satisfaction. In the final considerations, we analyze the theoretical implications and projections derived from the results.

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Author Biographies

Cristian Oyarzún-Maldonado, Universidad de Chile, Santiago, Chile

Psicólogo de la Universidad de Santiago, Chile, Magíster en Sociología de la Modernización, y estudiante del Programa de Doctorado de la Universidad de Chile.

Rodrigo Cornejo Chávez, Universidad de Chile, Santiago, Chile

Psicólogo y Doctor en Psicología de la Universidad de Chile. Profesor Asociado del Departamento de Psicología. Director ejecutivo del Observatorio Chileno de Políticas Educativas (OPECH), co-coordinador en Chile para la Red Latinoamericana de Estudios del Trabajo Docente (ESTRADO), miembro del Consejo Latinoamericano de Ciencias Sociales (CLACSO).

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Published

2023-04-26

How to Cite

Oyarzún-Maldonado, C., & Cornejo Chávez, R. (2023). Work overload among female chilean teachers: The moderating role of control and social support. Cadernos De Pesquisa, 53, e09632. Retrieved from https://publicacoes.fcc.org.br/cp/article/view/9632

Issue

Section

Teacher Education and Teaching