Job Conditions and Wellness/Health Outcomes in Dutch Secondary School Teachers

The aim of the present study is to compare the work situation of Dutch secondary school teachers to job conditions of European teachers and to test the Job Demand-Control-Social Support model (JDCS model, Karasek and Theorell, 1990) on burnout, job satisfaction and somatic symptoms. The Dutch data (N = 304) were gathered in seven secondary schools from across the country. The remaining European group consisted of 1878 upper secondary school teachers originating from 10 countries. Additive and interactive effects in the JDCS model could be identified for emotional exhaustion only. Furthermore, a curvilinear (U-shaped) relationship was found between control and emotional exhaustion. In addition to the JDCS model, the contribution of coping in the explanation of the outcomes was tested. Attempts have been made to deal with criticisms, which are frequently leveled at the implementation of the JDCS model. Dutch teachers do not differ on job conditions from the European sample except for two working conditions where the Dutch indicate less physical exertion and environmental risks than the European reference sample. The Dutch report lower levels of coping than the reference group, they are more depersonalised and are less satisfied than teachers of the European reference group. On the other hand, the Dutch teachers had fewer somatic complaints and reported higher levels of personal accomplishment than their European colleagues.