| Popis |
Due to an aging workforce, educational systems worldwide are either already facing, or will soon confront, significant teacher shortages, creating challenges for both educational policies and systems (UNESCO, 2024). To address these challenges and promote longer working lives, increasing attention has been directed toward the construct of perceived work ability (WA)—defined as an individual’s subjective assessment of their physical and mental capacities to meet job requirements and navigate the complex physical, cognitive, interpersonal, emotional, and organizational demands of contemporary teaching roles (Hlado & Harvankova, 2024; McCarthy et al., 2024). This presentation aims to deepen understanding of the antecedents of perceived teacher work ability (PTWA) while advancing theoretical frameworks, guiding future research, and providing practical recommendations for developing and implementing PTWA interventions. Drawing on the job demands-resources (JD-R) model and prior WA research (e.g., Bakker et al., 2005; Cadiz et al., 2019; Hlado & Harvankova, 2024), we examined three key categories influencing WA: job demands, job resources, and burnout. In addition to replicating established predictors of WA, our study contributes to the literature by investigating work-life conflict—a determinant not included in the JD-R model (Demerouti et al., 2001; Demerouti & Bakker, 2011)—which remains underexplored. To achieve these objectives, we surveyed 841 Czech primary and lower secondary teachers (86.1% female) from 44 schools, aged 22 to 76 years (M = 45.9, SD = 10.8), and estimated a comprehensive structural equation model (SEM). Our initial findings based od sample T1 provided mixed support for the JD-R model and WA literature among this sample of Czech teachers. Specifically, they reveal how job demands (quantitative, qualitative, and emotional), job resources (supervisor support, coworker support, and autonomy), work-life conflict, and teacher burnout interact to affect PTWA. These insights will be discussed in detail, offering valuable implications for theory and practice addressing teacher shortages.
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