Safety at work, both physical and psychological, plays a central role for workers and organizations during the ongoing outbreak of COVID-19. Building on the job demands-resources (JD-R) model applied to safety at work, in this study we proposed that the perceived risk of being infected with COVID-19 at work can be conceptualized as a job demand (i.e., a risk factor for work-related stress), whereas those characteristics of the job (physical and psychosocial) that help workers to reduce or manage this risk can be conceived as job resources (i.e., protective factors). We hypothesized that the perceived risk of being infected at work is positively associated with emotional exhaustion. Furthermore, we hypothesized that job resources, in terms of safety systems, communication, decision-making, situational awareness, fatigue management, and participation in decision-making, are negatively associated with emotional exhaustion. We also hypothesized that job resources buffer the association between perceived risk and emotional exhaustion. Overall, 358 workers (mean_age= 36.3±12.2 years) completed a self-report questionnaire, and the hypothesized relationships were tested using moderated multiple regression. Results largely supported our predictions. The perceived risk of being infected at work was positively associated with emotional exhaustion, whereas all the job resources were negatively associated with it. Furthermore, safety systems, communication, decision-making, and participation in decision-making buffered the relationship between the perceived risk of being infected at work and emotional exhaustion. In a perspective of prevention and health promotion, this study suggested that organizations should reduce the potential risk of being infected at work, whenever possible. At same time, those characteristics of the job that can help workers to reduce or manage the risk of infection should be strengthened.

The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work–family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC.

Objective: To test a theoretical model in which workaholism predicts both directly and indirectly, via psychophysic strain, job performance and sickness absences. Methods: A multimethod study was performed examining a sample of 322 workers in a private company. The study was articulated into two phases, over a time period of 15 months. Workaholism was assessed using a self-report measure (time 1). Psychophysic strain was measured by the occupational physician, performance by the supervisor, and data on sickness absences were collected from the company's database (time 2). Results: Results highlighted a positive relationship between workaholism and psychophysic strain. Psychophysic strain was negatively associated with job performance and positively associated with sickness absences. In addition, workaholism predicted sickness absences. Conclusion: Workaholism negatively affects the health of workers. This is associated with lower working performance and greater sickness absences.

This study aimed to investigate the association between narcissism and two forms of heavy work investment, namely, workaholism and work engagement. More specifically, it was hypothesized that narcissism is positively associated with both workaholism and work engagement, with workload moderating these relationships, which are expected to be stronger when the workload is high. Overall, 217 workers completed a self-report questionnaire, and the hypothesized relationships were tested using moderated multiple regression. Results partially supported our predictions. Narcissism was positively associated with workaholism and its dimensions of working excessively and working compulsively only in individuals facing a high workload. Furthermore, narcissism was positively associated with work engagement and its dimensions of vigor and dedication (but no absorption) in employees with average levels of workload. Finally, the workload exacerbated the relationship between narcissism and work engagement and its dimensions so that these associations were stronger when the workload was high. Overall, our study suggested that in a work environment characterized by moderate levels of demand, individuals with strong narcissistic components might inherently feel energetic and dedicated (i.e., engaged) at work. Differently, in a demanding work environment, workers with high narcissism might experience higher work engagement, but they could also be at risk of workaholism.

Performance management is a key factor to enhance professional development and improve teaching quality. This process is successful only if teachers perceive it as fair, clear, and effective: namely, if it is satisfying. Carefully considering teachers’ attributions in the performance appraisal process is fundamental to better clarify the relations between performance management and positive individual outcomes. Therefore, this study aims to investigate the effects of perceived performance appraisal justice on teachers’ well-being, in terms of job performance, job satisfaction, and life satisfaction, hypothesizing the mediation role of performance appraisal satisfaction. Data from a sample of Italian teachers were analyzed through structural equation modeling. Results confirm the mediation role of performance appraisal satisfaction. In particular, perceived performance appraisal justice was positively associated to performance appraisal satisfaction, which, in turn, was positively associated with job performance, job satisfaction, life satisfaction. Consequently, performance appraisal satisfaction totally mediated the relations between performance appraisal justice and the outcomes considered. Findings are relevant for two reasons. First, they contribute to better understanding the performance management process in educational settings – an issue requiring further attention. Second, they contribute to highlighting the importance of performance management efficacy, which is essential not only to improve individual well-being but also to enhance teaching quality.