Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement

In the current study, we examined teachers' sense of adaptability alongside their perceptions of principal autonomy support, well-being, and organizational commitment. Associations between the teacher constructs and students' numeracy achievement were also conducted. With a sample of 115 high school mathematics teachers (and 1685 students from their classrooms), we conducted (single- and multilevel) structural equation modeling. Findings showed that perceived autonomy support was positively associated with teachers' adaptability, and that both constructs were positively associated with teachers' well-being and organizational commitment. In addition, there were several associations between the teacher constructs and students' numeracy achievement. Findings have implications for understanding teachers' responses to the inherently changing demands of their work.