Exploring the prevalence of workplace flourishing amongst teachers over time

Abstract

Orientation: Research indicates that teachers are more vulnerable to work-related stress, psychological distress and burnout than many other occupational groups. Despite these hindrances, and against all odds, some teachers are able to feel and function well at work. As positive teacher functioning is an achievable objective, it is important that more studies focus on the positive aspects associated with teacher functioning.

Research purpose: The aim of this was to determine whether workplace flourishing is non-static in nature and that employees’ functioning levels may fluctuate positively or negatively over time.

Motivation for the study: Studies predominantly looked at workplace flourishing from a cross-sectional viewpoint. This is problematic, as it provides little information on how employee well-being develops over time.

Research approach/design and method: A longitudinal survey design was used with 202 secondary school teachers. The Flourishing-at-Work Scale and Turnover Intention Scale were administered. A series of analyses (confirmatory factor analysis, longitudinal measurement invariance, cross-tabulations) were performed to achieve the study objectives.

Main findings: The results showed that teachers experienced notable changes in their classification categories (non-flourishing vs. flourishing) over time and that these changes were related to their intention to leave.

Practical/managerial implications: Because of the impact workplace flourishing may have on individual performance and retention, it is important for organisations to continuously monitor their employees’ levels of functioning.

Contribution/value-add: This study results should offer new insights into how employee well-being develops over time, the complexity of individual uniqueness and evidence for individualising well-being interventions.