Person-job fit over time among upper secondary school teachers : Exploring conditions for engagement and well-being

The aim of this study was to explore upper secondary school teachers’ experiences of person–job fit (PJ-fit) over time and how leadership was perceived to influence this relationship. The study also sought to examine how upper secondary school teachers describe themselves in their professional role and how they experienced the conditions for assuming and performing the role required by their work. The study employed a qualitative approach, in which six semistructured interviews with upper secondary school teachers were analyzed using reflexive thematic analysis.The findings resulted in four themes and subthemes, showing that the teaching role was characterized by extensive emotional responsibility, where teachers were expected to manage and take responsibility for others’ emotions while their own emotional needs were acknowledged by the organization to a limited extent. Leadership emerged as a central factor influencing how teachers perceived their working conditions, which over time affected their experience of PJ-fit. Overall, the results can be understood as an imbalance between the emotional demands of the job and the available organizational resources, with potentially negative consequences for motivation and well-being. The study may contribute to increased understanding among school leaders of the importance of balancing emotional demands with organizational support, for example through elements of strength-based leadership in which teachers’ individual strengths and emotional needs are more actively recognized and affirmed. Such an approach may contribute to improved conditions for PJ-fit over time.