Journal Articles

Teachers' commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong

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Title:
Teachers' commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong
Authors:
Source:
Educational Psychology, 1-20, 2014
Publisher:
Routledge
Year Published:
2014
Education Categories:
- M Teachers & Education for Teachers
  - MG Identities, Attitudes & Opinion of Educational Workers
Keywords:
Teacher commitment Psychological Well-being Hong Kong Teachers
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Unknown or Unspecified
Abstract:
Despite ample research on commitment in industrial settings, there has been no systematic attempt to investigate outcomes associated with teacher commitment. Therefore, the aim of this study was to examine the relationship between teacher commitment and psychological well-being in the work place using questionnaires. Hong Kong teachers (N = 857) participated. Hierarchical regression analyses were used to investigate how the three aspects of commitment pertaining to the organisation and occupation predicted relevant outcomes. Results showed that affective and normative commitment positively predicted psychological well-being in the work place: interpersonal fit at work, thriving at work, feeling of competency, perceived recognition at work, desire for involvement at work and job satisfaction. Continuance commitment was a negative predictor of some outcomes. Results of the current study provide support to Meyer's 3x2 factor model of commitment. Findings are discussed in relation to the situation of teachers in the Hong Kong context.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2014.895801]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 01443410
DOI:
- 10.1080/01443410.2014.895801
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/28270bd1
Entry Date:
2014-10-22