Psychosocial safety climate moderating the effects of daily job demands and recovery on fatigue and work engagement

Adam GARRICK, Anita MAK, Stuart CATHCART, Peter Winwood, Arnold Bakker, Kurt Lushington

Research output: Contribution to journalArticlepeer-review

88 Citations (Scopus)


This study examined the role of schools' psychosocial safety climate (PSC) in teachers' psychological outcomes. We proposed that PSC would moderate the effects of teachers' daily job demands on their fatigue and work engagement, and also the effects of teachers' daily recovery on fatigue and engagement. Sixty-one Australian school teachers completed a diary that was repeated three times over the course of approximately 8 months. Each diary ran for five consecutive days, measuring daily self-reports of job demands, recovery, fatigue, and engagement (N = 915 data points), while perceived PSC was measured once per diary. Multilevel analyses indicated that PSC moderated the relationships between job demands and fatigue, as well as job demands and engagement. This suggests that perceived PSC could act as a buffer against deleterious impacts of daily job demands. PSC also moderated the relationships between recovery and fatigue, and recovery and engagement. This indicates that higher levels of perceived PSC in schools could amplify the benefits of daily recovery for teachers. PSC also exerted a main effect on both fatigue and engagement. These results offer insight into the mechanisms by which PSC may act as a buffer to protect worker mental health, and highlight the importance for school management to promote PSC within their organization.
Original languageEnglish
Pages (from-to)694-714
Number of pages21
JournalJournal of Occupational and Organizational Psychology
Issue number4
Publication statusPublished - 2014


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