Teaching with Purpose: How Calling Buffers Burnout’s Impact on Teacher Behaviors

Abstract

Research consistently demonstrates that burnout is related to more counterproductive work behaviors (CWBs) and fewer organizational citizenship behaviors (OCBs). Nonetheless, there is limited research on the relationship between calling orientation (a sense of purpose and passion for one’s work) and the behavioral outcomes of burnout, particularly within the context of teachers in the United States. The current cross-sectional study seeks to address this gap by investigating whether teachers’ sense of calling moderates the relationship between burnout and both CWBs and OCBs. A total of 108 Kindergarten to 12th grade (K-12) teachers were recruited via Prolific to participate in an online survey. Participants answered questions about their calling orientation, burnout levels, CWBs, and OCBs. We hypothesized that burnout would be positively associated with CWBs and negatively associated with OCBs, and that a strong calling orientation would buffer these relationships. The survey results supported the prediction that teachers experiencing high levels of overall burnout were more likely to engage in CWBs. Importantly, teachers with a strong sense of calling were less likely to engage in CWBs, even when experiencing reduced personal accomplishment. Contrary to expectations, overall burnout was not associated with OCBs, nor did it interact with calling orientation to predict OCBs. The findings suggest that fostering a sense of calling could help minimize CWBs and enhance teachers’ commitment to their work. Future research should explore how teacher recognition, professional development opportunities, and interventions that promote purpose or meaning can further support teacher well-being and reduce CWBs.