Type-A Behavior, Job Performance, and Well-Being in College Teachers

This study examined the relationship between Type-A behavior and job performance, and employee well-being among college teachers in Canada. Well-being was operationalized in terms of burnout, social support, work satisfaction, and turnover motivation. Data were collected by means of a structured questionnaire from 420 college teachers. Pearson correlation and moderated multiple regressions were used to analyze the data. Global Type-A behavior was not related to 3 measures of job performance: teaching hours, number of course preparations per semester and number of students. However, global Type-A behavior correlated positively with burnout and turnover motivation and negatively with perceived social support and work satisfaction. Two components of Type-A behavior (time pressure and hard driving/competitiveness) exhibited the same pattern of relationship with job performance and well-being variables as was found with the global measure of Type-A behavior. Moderated multiple regression did not support the role of gender as a moderator of Type-A behavior and job performance and well-being variables.