| Abstract [eng] |
87 pages, 21 tables, 2 figures, 7 appendices, and 114 references. The main objective of this master's thesis is to evaluate the relationship between teachers' job demands and resources and work engagement, determining the mediating role of burnout and the moderating effect of leadership skills on this process. The thesis consists of four parts: theoretical literature review, methodology, research results, and discussion with recommendations. The theoretical part systematizes the JD-R model and justifies the role of leadership skills in the professional well-being of educators. The empirical study involved a survey of 406 teachers. Data were processed using SPSS and SmartPLS 4 software, employing correlation, cluster, and Hayes (2022) conditional process (Model No. 58) analyses. Artificial intelligence was utilized as an auxiliary tool for interpreting statistical parameters. The results revealed that job demands (overload) increase burnout, while resources (growth opportunities) strengthen engagement. Burnout was found to act as a full mediator in the relationship between demands and engagement. The study confirmed the moderating role of leadership skills: higher levels of these skills significantly weaken the negative impact of burnout on engagement and enhance the protective effect of resources. Three identified teacher profiles (protected, at-risk, and burned-out) justify the need for differentiated managerial interventions. The conclusions provide guidelines for educational policymakers and school leaders on optimizing the work environment and developing personal leadership to effectively manage burnout risk. |
