Examining the Unique Roles of Adaptability and Buoyancy in Teachers' Work-Related Outcomes

Autor/inn/en	Collie, Rebecca; Guay, Frédéric; Martin, Andrew J.; Caldecott-Davis, Kate; Granziera, Helena
Titel	Examining the Unique Roles of Adaptability and Buoyancy in Teachers' Work-Related Outcomes
Quelle	In: Teachers and Teaching: Theory and Practice, 26 (2020) 3-4, S.350-364 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collie, Rebecca) ORCID (Martin, Andrew J.) ORCID (Caldecott-Davis, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2020.1832063
Schlagwörter	Teacher Characteristics; Adjustment (to Environment); Job Performance; Work Attitudes; Work Environment; Resilience (Psychology); Context Effect; Professional Autonomy; Time Management; Stress Variables; Teacher Motivation; Secondary School Teachers; Private Schools; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Work performance; Arbeitsleistung; Work attitude; Arbeitshaltung; Arbeitsmilieu; Berufsfreiheit; Zeitmanagement; Private school; Privatschule; Ausland; Australien
Abstract	We examined two personal resources--adaptability and buoyancy--that are increasingly recognised as important for teachers' positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers' work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, in turn, how the personal resources (and contextual factors) predict three work-related outcomes: organisational commitment, extra-role behaviour, and failure avoidance. With a cross-sectional design and conducted among 264 Australian secondary school teachers (69% female; average age 43 years), this study showed that perceived autonomy-support was positively associated with adaptability and buoyancy. The reverse was true for time pressure, which was negatively associated with adaptability and buoyancy. In turn, adaptability was positively associated with organisational commitment and extra-role behaviour, whereas buoyancy was negatively associated with failure avoidance. Adaptability and buoyancy also acted as mediators in the associations between the contextual factors and the outcomes. Together, findings hold implications for research and practice around supporting teachers in their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01