Callings, Work Role Fit, Psychological Meaningfulness and Work Engagement among Teachers in Zambia

Autor/inn/en	Rothmann, Sebastiaan; Hamukang'andu, Lukondo
Titel	Callings, Work Role Fit, Psychological Meaningfulness and Work Engagement among Teachers in Zambia
Quelle	In: South African Journal of Education, 33 (2013) 2, Artikel 699 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Statistical Analysis; Foreign Countries; Case Studies; Secondary School Teachers; Structural Equation Models; Work Ethic; Work Environment; Elementary School Students; Correlation; Teacher Role; Zambia + Suchen Sie Ihr Suchwort? Statistische Analyse; Ausland; Case study; Fallstudie; Case Study; Arbeitsethos; Arbeitsmilieu; Korrelation; Lehrerrolle; Sambia
Abstract	Our aim in this study was to investigate the relationships among a calling orientation, work role fit, psychological meaningfulness and work engagement of teachers in Zambia. A quantitative approach was followed and a cross-sectional survey was used. The sample (n = 150) included 75 basic and 75 secondary school teachers in the Choma district of Zambia. The Work Role Fit Scale, Work-Life Questionnaire, Psychological Meaningfulness Scale, and Work Engagement Scale were administered. Structural equation modelling confirmed a model in which a calling orientation impacted psychological meaningfulness and work engagement significantly. A calling orientation impacted work engagement directly, while such work orientation impacted psychological meaningfulness indirectly via work role fit. The results suggest that it is necessary to address the work orientation and work role fit of teachers in Zambia as pathways to psychological meaningfulness and work engagement.These results have implications for the recruitment, selection, training, and development of teachers in Zambia. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01