期刊論文
Teachers' commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong
EdLink- Teachers' commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong
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- McInerney, Dennis M. Dept. of Special Education and Counselling, Hong Kong Institute of Education
- Ganotice, Fraide A. City University of Hong Kong
- King, Ronnel B. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore
- Morin, Alexandre J. S. Institute for Positive Psychology and Education, Australian Catholic University, Australia
- Marsh, Herbert W.
- Educational Psychology, 1-20, 2014
- Routledge
- 2014
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- Hong Kong
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- 1997.7 onwards
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- 未指定或無法歸類
- 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]
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- 英文
- 期刊論文
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- 01443410
- https://bibliography.lib.eduhk.hk/tc/bibs/28270bd1
- 2014-10-22
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