RESUMEN
BACKGROUND: In contrast to earlier assumptions that the "ideal worker" should embrace traditional notions of career success, there is growing recognition that possessing holistic career values may be beneficial in the work domain as well. However, there is little empirical evidence to support this argument. We hypothesised that individuals who at the time of their university graduation possessed holistic career values would display stronger personal life satisfaction 20 years later, which in turn would enhance their work engagement (i.e. an individual's perceptions of the extent to which the work environment possesses engaging characteristics). METHODS: Data from a longitudinal study of 158 university students who completed two questionnaires, one in 1992 and the other 20 years later, supported our hypotheses. RESULTS: We found that individuals who possessed holistic career values displayed stronger personal life satisfaction 20 years later, which in turn enhanced their work engagement. We further found that this indirect effect of holistic career values on work engagement (through personal life satisfaction) is conditionally moderated by work-family interference. CONCLUSIONS: Cultivating a holistic career perspective among employees is beneficial for both employee well-being (i.e. personal life satisfaction) and the flourishing of their organisations (i.e. work engagement).
Asunto(s)
Empleo , Satisfacción Personal , Valores Sociales , Estudiantes , Compromiso Laboral , Adulto , Femenino , Humanos , Estudios Longitudinales , Masculino , Universidades , Adulto JovenRESUMEN
The notion of service has been receiving increasing attention in organizational psychology literature in recent years, due to the client-oriented managerial movement. Yet, little to no attention has been paid to the service notion in educational psychology despite its high relevance to educational settings, given the pressure to be more service-oriented and possess a client-focused state of mind. The present study explores the notion of service in school domains by examining the joint effects of climate for service and the internal service in schools on teachers' work attitudes: work engagement, job satisfaction, and intention to leave their work. The notion of climate for service emphasizes the school's attitude of teachers as service providers to its clients (students and their parents); internal climate emphasizes the school's attitude of providing service to its teaching staff. The study was conducted via a sample of 423 teachers from 30 different schools in Israel. We hypothesized that the indirect relationship between the climate for service and teachers' job satisfaction and intention to leave work would be mediated by teacher work engagement. Our findings supported this hypothesis. Moreover, this indirect relationship via teacher work engagement was demonstrated most strongly when the internal service quality received was high, providing teachers with the capability to deliver what the service climate motivates them to do. Therefore, service-oriented resources-both climate for service and internal service-may be crucial in affecting teachers work attitudes and should be specifically targeted by principals and other educational decision makers.