Extra-Role Time, Burnout, and Commitment

Abstract

This study examines the relationships of extra-role time (ERT) behavior with burnout and occupational commitment among teachers through the lens of conservation of resources (COR) theory. Results reveal that teachers who invest in more ERT are also more likely to experience burnout and decreased commitment to teaching than those who invest less. However, results also indicate that the ethical practice of the employer fulfilling the psychological contract (keeping promises) entered into with the teacher offsets this negative spiral with implications for both teacher well-being and workplace outcomes.