Enhancing Psychological Capital and Organizational Commitment to Reduce Teachers’ Job Burnout through Organizational Development Intervention
DOI:
https://doi.org/10.14456/abacodijournal.2023.3Abstract
As the biggest occupational hazard in the 21st century, job burnout has become a “chronic killer” of teachers’ physical and mental health. The research adopts action research as a research method and non-randomized control group and experimental group samples are used for comparison, quantitative and qualitative data were used to measure and analyze the impacts of organizational development intervention (ODI) on psychological capital (PC), organizational commitment (OC), and teachers’ job burnout (JB). In the ODI stage, researchers try to develop PC and OC through career planning and development, appreciative inquiry, and team building to help teachers improve their ability to deal with JB. The results of post-ODI stage demonstrated that the teachers’ JB in experimental group decreased significantly, PC and OC have a negative correlation with teachers’ JB. Without any interventions, the control group did not significantly improve between the pre-ODI and post-ODI stages. This research supports the effects of PC and OC on teachers’ JB through ODI.
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