کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6849821 | 1436747 | 2018 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Teachers' perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
ترجمه فارسی عنوان
حمایت معلمان از استقلال معلمان و سازگاری: تحقیق با استفاده از مدل خواسته های کار شغلی به عنوان مربوط به خستگی محل کار، استقرار و تعهد
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کلمات کلیدی
پشتیبانی مستقل، سازگاری، خستگی احساسی، انحلال تعهد سازمانی، شغل مورد نیاز - مدل منابع،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
We investigated the extent to which perceived autonomy support (PAS) is associated with adaptability and, in turn, whether both are associated with emotional exhaustion and work disengagement. The associations that all four factors have with organizational commitment were also examined. With a sample of 164 Australian secondary school teachers, we conducted structural equation modeling. Findings showed that PAS was positively associated with adaptability, and negatively associated with exhaustion and disengagement. Adaptability was negatively associated with disengagement. Finally, PAS (positively), exhaustion (negatively), and disengagement (negatively) were associated with organizational commitment. Together, the findings shed light on teachers' workplace experiences and outcomes.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 74, August 2018, Pages 125-136
Journal: Teaching and Teacher Education - Volume 74, August 2018, Pages 125-136
نویسندگان
Rebecca J. Collie, Helena Granziera, Andrew J. Martin,