Job characteristics and teacher well-being: The mediation of teacher self-monitoring and teacher self-efficacy

Job characteristics and teacher well-being: The mediation of teacher self-monitoring and teacher self-efficacy

• Huang, Shenghua Chinese University of Hong Kong
• Yin, Hongbiao Chinese University of Hong Kong
• Lv, Lijie Northeast Normal University

Educational Psychology, 39(3), 313-331, 2019

Routledge

2019

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Teacher Education Job Satisfaction Professional Education Teaching Methods Burnout (Psychology) Job Demands-Resources Model Personal Resources Self-Efficacy Self-Monitoring Teacher Well-Being

• Hong Kong

• 1997.7 onwards

• 小學教育

Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers' self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed.
[Copyright of Educational Psychology is the property of Routledge.]

• 英文

期刊論文

• 01443410

• 10.1080/01443410.2018.1543855

https://bibliography.lib.eduhk.hk/tc/bibs/6f80aa93

2020-03-03