The Impact of Job Stress on Flourishing Through the Mediation of Resistance to Change and the Moderation of Extroversion among Teachers

Aslani, Farshid; Mollaei, Elahe; Nasaji Kamrani, Mehdi; SayyedMoallemi, Marzieh

doi:10.22034/jom.2026.2078202.1430

The Impact of Job Stress on Flourishing Through the Mediation of Resistance to Change and the Moderation of Extroversion among Teachers

Document Type : Original Article

Authors

Farshid Aslani ¹

Elahe Mollaei ²

Mehdi Nasaji Kamrani ³

Marzieh SayyedMoallemi ⁴

¹ Associate Professor, Department of Public Management, Payame Noor University, Tehran, Iran. Corresponding Author, Email: f.aslani@pnu.ac.ir

² Assistant Professor, Department of Business Management, Payame Noor University, Tehran, Iran. Email: mollaei@pnu.ac.ir

³ Assistant Professor, Department of Business Management, Payame Noor University, Tehran, Iran. Email: m.nasajikamrani@pnu.ac.ir

⁴ M.Sc, Department of Public Management, Payame Noor University, Tehran, Iran. Email: marziehsayedmoallemi821@gmail.com

10.22034/jom.2026.2078202.1430

Abstract

Purpose: Employee flourishing, especially among teachers, is one of the main components of mental health and professional well being in educational environments, and it is recognized as a key indicator for evaluating the positive functioning and motivation of teachers. Teacher flourishing not only affects the quality of teaching but also influences students’ motivation and learning, and ultimately the effectiveness of the educational system. Recent research shows that contemporary educational environments are facing rapid social, technological, and organizational changes, which increase the complexity of the teachers’ role and impose unprecedented psychological and emotional pressures on them. In such circumstances, paying attention to the factors that influence teacher flourishing has become even more important. One of the main factors reducing flourishing is job stress. The shift in teaching patterns from traditional classrooms to blended and digital environments, increased workload, role ambiguity, and the need for new skills have significantly increased the level of job stress among teachers. On the other hand, readiness for change plays an important mediating role in reducing the negative effects of job stress on flourishing, and personality traits such as extraversion can moderate this relationship, while neuroticism has a lesser moderating role. Extraversion, as a personality trait, is related to the intensity and quantity of the capacity for happiness, interpersonal interaction, and need for stimulation. Whereas introverts, due to their internal nature, tend to naturally have a high level of arousal and are more sensitive to stimulation, extraverts need social interactions with others and other stimulations to increase their level of arousal.Despite widespread recognition of the challenges posed by job stress in the teaching profession, the precise psychological mechanisms through which job stress undermines teachers’ well being remain insufficiently understood, particularly in the context of Iran’s education system. The present study aimed to investigate the impact of job stress on flourishing among teachers, with resistance to change as a mediator and extraversion as a moderator. Specifically, the study sought to answer whether resistance to change explains the transmission of the negative effect of job stress onto flourishing, and whether the personality trait of extraversion can attenuate the strength of this relationship.
Design/Methodology/Approach: This research was applied in terms of purpose, descriptive causal in nature, and cross sectional in time. The statistical population comprised all teachers in District 1 of Isfahan, Iran (N = 168). Based on Cochran’s formula, a sample of 117 teachers was selected using simple random sampling. Data were collected using four standard questionnaires: the Job Stress Questionnaire (Hellriegel & Slocum, 1996), the PERMA Flourishing Questionnaire Butler & Kern (2016), the Resistance to Change Scale (Oreg, 2003), and the NEO Extraversion Scale McCrae & Costa (1992). Reliability was confirmed through Cronbach’s alpha and composite reliability (all values > 0.82). Convergent validity was established using average variance extracted (AVE > 0.5), and discriminant validity was confirmed using the Fornell Larcker criterion. Data were analyzed using Structural Equation Modeling with Partial Least Squares (PLS) via SPSS and SmartPLS software. Due to non normal data distribution (Kolmogorov Smirnov test), the PLS method, which is robust against violations of normality, was employed.
Findings: The findings revealed that job stress has a positive effect on teachers’ resistance to change, while resistance to change has a negative effect on teachers’ flourishing. Moreover, the results indicated that job stress negatively affects flourishing through the mediating role of resistance to change.
Discussion and Conclusion: The findings indicate that job stress reduces teachers’ flourishing through both direct and indirect pathways (via increased resistance to change). The indirect pathway, with full mediation by resistance, is particularly noteworthy: job stress first strengthens resistant attitudes toward change, and these attitudes subsequently block the experience of flourishing components (positive emotions, positive relationships, meaning, achievement, and engagement). This result aligns with the Job Demands Resources model (Bakker & Demerouti, 2023), which posits that chronic job stress depletes psychological resources and activates defensive strategies such as resistance. Furthermore, the moderating role of extraversion shows that this personality trait acts as a “personal resource,” helping teachers maintain higher levels of flourishing even in the presence of resistant attitudes. Extraverted teachers, by leveraging social interactions, optimism, and active feedback seeking, counteract the negative effect of resistance on flourishing. From a practical standpoint, it is recommended that job stress management and psychological empowerment programs for teachers simultaneously focus on reducing resistance to change and strengthening communication and social skills. Establishing psychological support systems, conducting workshops on coping with stress and change, and attending to individual differences in assignments and teamwork can help enhance teacher flourishing.

Keywords

Job stress

Flourishing

Resistance to change

Extraversion

Subjects

Mental disorders in the context of the organization

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