| Abstract [eng] |
104 pages, 9 figures, 203 references. The main purpose of this master thesis is to empirically assess the relationship between job demands, digital job resources and teacher well-being, as well as the mediating effect of burnout on this relationship. The Master thesis consists of four main parts: the analysis of literature, the research and its results, discussion, conclusions and recommendations. Literature analysis reviews the job demands-resources (JD-R) model, digitalization as a resource, burnout and well-being in educational context. Additionally, the impact of JD-R and digitalization on teacher burnout and well-being were reviewed. Following the literature analysis, the author carried out research about both Lithuanian and Norwegian teachers’ job demands (work pressure, cognitive and emotional demands), digital job resources, burnout and well-being. A total of 636 teachers responded to the surveys – 301 teachers from Lithuania and 335 teachers from Norway. The main purpose of the questionnaire was to find out about the use of digitalization by teachers in Lithuania and Norway, their experiences of burnout and well-being, and what influences these variables. Furthermore, the results of the research were compared between these countries. The results of the research were statistically processed with the SPSS programme batch. Cronbach’s Alpha coefficient was used to determine the alignment of the Likert scales’; in all cases, it was higher than 0.7 which indicates that the scales used were consistent. Regression and mediation analysis methods were used to determine the relationships between variables. The performed research revealed that digitalization is not a resource but a demand for teachers in both Lithuania and Norway. Job demands increased burnout among teachers in both countries, confirming the JD-R theory. Work pressure directly reduces the well-being of Norwegian teachers, while emotional demands have the greatest negative impact on the well-being of Lithuanian teachers. The conclusions and recommendations, summarizing the concepts of the main literature analysis and the results of the study, provide insights into digitalization, burnout, and well-being among teachers in Lithuania and Norway. The author believes that the results of the study could provide useful guidelines for the education systems of Lithuania and Norway in their efforts to improve digitalization processes, make more effective use of digital resources in education, reduce teacher burnout, and enhance their well-being. |
