Teachers’ perceived work ability: a qualitative exploration using the Job Demands-Resources model

Abstract

Abstract Teaching is a highly demanding profession; therefore, it is necessary to address how teachers cope with the demands of their job and how these demands affect their work ability. This study aims to investigate teachers’ perceptions of work ability and the underlying mechanisms through which job demands influence their perceived work ability. The Job Demands-Resources (JD-R) model serves as the theoretical framework for this investigation. A qualitative approach was employed, utilizing in-depth interviews with a sample of 14 upper secondary school teachers in the Czech Republic. The teachers had an average age of 46.9 years (SD = 9.22). The findings revealed a limited awareness among teachers regarding the holistic nature of work ability. Job demands emerged as a factor indirectly impacting perceived work ability through the health impairment process. High job demands and obstacles contributed to teacher stress, resulting in fatigue, impaired physical or mental health, and reduced perceived work ability. Moreover, the study showed how tough job demands extend beyond the professional realm, leading to work-family conflicts that further impair work ability. This study provided empirical support for the inclusion of perceived work ability as an outcome influenced by job demands within the JD-R model. Additionally, it emphasized the need for a comprehensive framework that considers both organizational and individual factors in both work and non-work domains to effectively investigate perceived work ability among teachers.