The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement: a multilevel moderated mediated analysis.

PUBLIC school teachers; JOB involvement; STRUCTURAL equation modeling; PRESENTEEISM (Labor); URBAN schools

In this study, a multilevel moderated mediation model is analyzed using the motivational pathway of the job demands-resources (JD-R) model to explore the connections that can prevent teacher presenteeism. We utilized a multilevel structural equation modelling (MSEM) approach with Bayesian estimation to examine the relationships between teacher presenteeism, work engagement, supervisor support, and colleague support. We used data collected from a sample of teachers working in public schools located in the city center of Elâzığ, which is situated in the eastern part of Turkey. The results indicated that there is a positive relationship between supervisor support and work engagement, as well as a negative relationship between supervisor support and teacher presenteeism through work engagement. Furthermore, we found that under conditions of colleague support, these relationships are strengthened, indicating that colleague support plays a moderating role in these relationships. Finally, following the presentation of the theoretical contributions of the findings, we provide educational implications that would help isolate teachers from the risk of presenteeism and foster positive work emotions. [ABSTRACT FROM AUTHOR]

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