Co‑constructing Visions for the Future of Teaching

9. Balancing Job Demands and Resources: Strategies for Teacher Well-Being and Performance

Abstract

Evangelia Demerouti, a professor at Eindhoven University of Technology and an expert in occupational well-being, applies the Job Demands-Resources theory that she co-created to teaching. She highlights how job demands – such as classroom management and emotional labour – must be counterbalanced by resources like autonomy, professional support, and leadership development.

An expert perspective by Evangelia Demerouti, Eindhoven University of Technology, the Netherlands

Creating a healthy work environment for teachers is of paramount importance, not only for the well-being of educators but also for the overall quality of education. Teachers are the backbone of the educational system, and their work environment significantly impacts their motivation, job satisfaction, and effectiveness in the classroom. A supportive and balanced work environment can help prevent burnout, reduce stress, and enhance teachers' professional growth. This, in turn, leads to better student outcomes and a more positive school climate. The societal relevance of this issue cannot be overstated, as the quality of education directly influences the future of our society. By prioritizing the well-being of teachers, we can ensure a sustainable and thriving educational system that benefits both educators and students. The goal of this paper is to explore the key factors that contribute to a healthy work environment for teachers, drawing on the Job Demands-Resources (JD-R) theory (Demerouti et al., 2001[1]; Demerouti and Bakker, 2022[2]).

Key Factors for Creating a Healthy Work Environment for Teachers

A healthy work environment for teachers can be designed using the Job Demands-Resources (JD-R) theory, which considers the impact of various types of demands and resources (Demerouti et al., 2001[3]) (Demerouti and Bakker, 2022[2]). Job demands (e.g., workload, student behaviour issues, administrative pressure) represent the physical, psychological, social, or organizational aspects of the job that require sustained physical or mental effort and are therefore associated with certain physiological and psychological costs (such as exhaustion). Job resources (e.g., autonomy, social support, professional development) refer to the physical, psychological, social, or organizational aspects of the job that are functional in achieving work goals, reducing job demands and the associated physiological and psychological costs, and stimulating personal growth and development. When job demands outweigh job resources, burnout increases. However, providing sufficient resources can lead to higher work engagement and job performance.

Balancing job demands and resources is crucial for preventing teacher burnout and ensuring a healthy work environment. Schools should strive to match job demands, such as workload, classroom disruptions, and emotional labour, with adequate resources like autonomy, professional support, and mentoring. To achieve this balance, schools must reduce excessive workload by providing more planning time, support staff, and structured work schedules. Additionally, emotional demands, such as dealing with student misbehaviour, should be addressed through psychosocial support and effective classroom management training (Korpershoek et al., 2016[4]). Aligning societal expectations with realistic, evidence-based teaching practices can also help prevent undue pressure on teachers. By effectively balancing job demands and resources, schools can create a supportive environment that promotes teacher well-being and professional growth.

Empowering teachers through job crafting and empowering leadership is essential for enhancing their motivation and work meaning. Job crafting allows teachers to reshape their roles by modifying lesson structures, seeking collaboration, and delegating non-teaching tasks. Encouraging teachers to seek challenges, increase job resources, and optimize job demands can significantly boost their motivation and sense of purpose (Demerouti and Bakker, 2022[2]). Empowering leadership, where principals act as facilitators rather than controllers, ensures that teachers have autonomy, voice, and decision-making power (Çevik and Doğan, 2025[5]). Additionally, schools should encourage teachers to identify their strengths and align work tasks accordingly to increase motivation. By fostering an environment that supports job crafting and empowering leadership, schools can create a more engaging and fulfilling work experience for teachers.

Creating a supportive work context is essential for reducing stress and increasing work engagement among teachers. A supportive work climate, characterized by positive leadership, peer support, and constructive feedback, plays a crucial role in achieving this goal (Bakker and Demerouti, 2017[6]). Additionally, promoting work-life balance and sustainable work practices, such as reducing excessive work hours, allowing flexibility, and supporting mental health, is vital for long-term teacher retention. Providing opportunities for professional development and career growth, including lifelong learning, peer learning, and skill development, helps teachers stay engaged and adaptive. Furthermore, ensuring teachers have decision-making power over their teaching methods and control over their work schedules enhances their psychosocial well-being and motivation. By fostering a supportive work context, schools can create an environment where teachers thrive both personally and professionally.

Implementation Strategies for Creating a Healthy Work Environment

To create a supportive and effective work environment for teachers, schools should focus on restructuring work design by reducing bureaucratic tasks and increasing teachers' autonomy over lesson planning and curriculum adjustments. Work design can be improved bottom-up by promoting teachers’ job crafting. Job crafting training can help teachers proactively adjust their work to enhance motivation and job satisfaction (Demerouti, Peeters and van den Heuvel, 2019[7]). Such trainings are found to be effective in improving work design, well-being, and performance. Work design can be improved top-down. Embedding JD-R principles in national education policies ensures that teachers have access to sufficient resources to manage their demands.

Leadership development is also crucial, as training school leaders in empowering leadership allows teachers to take ownership of their work and make meaningful decisions. Structural support, such as investing in teaching assistants, administrative support, and technology, can significantly reduce non-teaching burdens. Finally, fostering professional learning communities encourages teacher collaboration, peer mentoring, and cross-disciplinary exchanges, which help build strong professional identities and promote continuous professional growth (Steyn, 2017[8]).

Hopes for Transforming Schools into Thriving Workplaces

Transforming schools into thriving workplaces holds great promise for the future of education. One of the key hopes is that teaching will gain the status it deserves. Recognizing the teaching profession as a cornerstone of society can lead to better pay, improved working conditions, and increased social prestige. This shift would also promote greater teacher agency and professionalism, encouraging schools to adopt teacher-driven innovation and collaborative knowledge-sharing. By valuing teachers more, society can ensure that educators are motivated and empowered to deliver high-quality education.

Another significant hope is that teachers will be healthy and engaged in their work. Implementing healthy work environments in schools can ensure that teachers experience fulfilment, motivation, and professional growth. This approach can lead to less burnout and higher work engagement, ultimately resulting in better retention rates and stronger teacher-student relationships. Research has shown that teacher well-being is linked to positive classroom environments and improved student outcomes (Fatahi and Warner-Griffiin, 2024[9]). By prioritizing teacher health and engagement, schools can create a more supportive and effective educational environment.

Teachers also play a crucial role as multiplicators of student empowerment and learning attitudes. Engaged teachers inspire students, fostering lifelong learning attitudes and self-efficacy. A supportive work climate enables teachers to be role models of curiosity, creativity, and critical thinking. Studies have highlighted the importance of teacher motivation in enhancing student learning and development (Koca, 2016[10]). By empowering teachers, schools can cultivate a culture of continuous learning and innovation that benefits both educators and students.

Lastly, making schools future-proof is essential for long-term success. Schools as sustainable workplaces can reduce burnout and improve retention, ensuring long-term employability. Integrating technology, such as AI-based tools, can help automate administrative tasks, allowing teachers to focus more on teaching. Future-ready schools emphasize critical thinking, collaboration, and digital literacy, preparing students for the demands of the 21st century. By adopting these strategies, schools can create a dynamic and adaptable educational environment that supports both teachers and students in thriving.

Challenges for Transforming Schools into Thriving Workplaces

One of the persistent challenges in transforming schools into thriving workplaces is the issue of job design. Teachers often face high job demands, including increased class sizes, bureaucratic tasks, and parental expectations, which make it difficult to reduce their workload. Additionally, school systems are often rigid, and stakeholders such as administrators and policymakers may resist implementing more teacher-centred work designs. This resistance to change can hinder efforts to create a more supportive and effective work environment for teachers. Research has shown that effective job design, which offers the appropriate level of autonomy and a balance of workload pace, can decrease burnout rates and increase retention among educators (Kraemer, 2019[11]).

Another significant challenge is that policymakers and governments do not always prioritize education investment. Many governments fail to recognize teachers as key drivers of social progress, leading to insufficient funding, outdated curricula, and ineffective policies. Financial and policy constraints, such as budget limitations, restrict the ability to implement well-being initiatives, training programs, or workload redistribution. Studies have highlighted the disparities in school funding, which often result in unequal access to resources and perpetuate cycles of inequality (Biddle and Berliner, 2002[12]). Addressing these funding disparities is crucial for creating a more equitable and supportive educational environment.

Schools also face the challenge of not professionalizing as small and medium enterprises (SMEs). Unlike dynamic and adaptable organizations, schools often operate as bureaucratic institutions. There is a lack of entrepreneurial thinking in school management, which prevents resource optimization and innovation. Research has shown that SMEs play a crucial role in supporting education and innovation through mentoring, tutoring, scholarships, and other initiatives (Audretsch and Guenther, 2023[13]). By adopting a more entrepreneurial approach, schools can better support teachers and students, fostering a culture of innovation and continuous improvement.

Lastly, society does not always fully support teachers, which poses a significant challenge. Teachers often face public scrutiny, undervaluation, and unrealistic expectations. Without societal support, teachers' efforts to innovate and improve education are often undermined. Studies have shown that societal perceptions of teachers can impact their professionalism and job satisfaction (Fauziah et al., 2021[14]). Addressing these societal attitudes and providing greater support for teachers is essential for creating a thriving educational environment.

Transforming Teaching and Schooling over the Next 20 Years

Adopting the JD-R theory in policy and practice is essential for creating a balanced and supportive work environment for teachers. National education policies should integrate JD-R principles, ensuring that job demands are compensated with sufficient resources. Schools should regularly assess teacher well-being and adjust working conditions accordingly to prevent burnout and promote work engagement. Balancing job demands with adequate resources can lead to higher work engagement and better performance among teachers.

Promoting proactive and sustainable work design is another crucial step. Encouraging job crafting as a standard practice allows teachers to align their work with personal strengths and goals, enhancing motivation and effective functioning. Designing flexible work structures, such as shared teaching roles, sabbaticals, and workload redistribution, can help create a more adaptable and supportive work environment. Studies have highlighted the benefits of job crafting in improving teacher well-being and reducing stress (Zheng, Huang and Yu, 2024[15]).

Implementing technology to reduce administrative workload can significantly alleviate non-teaching burdens on teachers. AI-driven tools can automate tasks such as grading, scheduling, and communication, allowing teachers to focus more on instruction and student engagement. Schools should also integrate technology for personalized learning, reducing the pressures of one-size-fits-all teaching approaches. Research has demonstrated the positive impact of technology on reducing teacher workload and enhancing teaching effectiveness (Ming, 2005[16]).

Ensuring sustainable employability for teachers involves viewing teaching as a lifelong, adaptable profession. Continuous professional development opportunities are crucial for keeping teachers engaged and up-to-date with the latest educational practices (Coolahan, 2002[17]). Schools should provide flexible work models, allowing teachers to transition between teaching, research, curriculum design, and leadership roles. Addressing workload and stress management through mental health programs, workload redistribution, and peer support networks can further enhance teacher well-being.

Putting teachers central in education policy and reform is vital for creating a more inclusive and effective educational system. Teachers' voices must be at the heart of educational decision-making, and they should be consulted in curriculum development, policy design, and school reforms. Schools should enable teacher-driven innovation, allowing educators to develop and test new teaching methodologies. Moving from top-down bureaucratic policies to bottom-up, teacher-led change processes can foster a more collaborative and supportive work environment.

Supporting and stimulating diversity in career paths for teachers can lead to a more dynamic and fulfilling profession. Teaching careers should offer multiple progression pathways, allowing educators to move between traditional classroom roles, pedagogical innovation teams, teacher training and mentoring, school leadership, and educational research. Schools should develop new hybrid roles, such as teaching-research positions, allowing educators to engage in both practice and academic scholarship. Research has shown that diverse career pathways can enhance teacher motivation and job satisfaction (Goldhaber, Gross and Player, 2010[18])

Conclusion

In conclusion, creating a supportive and effective work environment for teachers is essential for their well-being and professional growth. By balancing job demands with adequate resources, schools can prevent burnout and promote higher work engagement. Empowering teachers through job crafting and empowering leadership, fostering a supportive work context, and implementing strategies that reduce non-teaching burdens are crucial steps in this process. By adopting these approaches, schools can transform into thriving workplaces that not only enhance teacher satisfaction but also improve student outcomes and overall educational quality. Finally, the teaching profession can evolve into a more fulfilling, sustainable, and respected career, ultimately benefiting both educators, students and the society.

References

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