Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences

被引：16

作者：

Green, Zane Asher ^{[1
,2
]}

机构：

[1] Preston Univ, Fac Business Adm, Islamabad, Pakistan

[2] Preston Univ, Contemporary Res Initiat, Islamabad, Pakistan

来源：

INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE | 2023年 / 23卷 / 01期

关键词：

Career adaptability; Teachers' sense of self-efficacy; Work engagement; PROFESSIONAL-DEVELOPMENT; SELF-EFFICACY; POSITIVE EMOTIONS; JOB-SATISFACTION; WORK ENGAGEMENT; ADAPTABILITY; CONSTRUCTION; STUDENTS; CONFIRMATION; CHOICE;

D O I：

10.1007/s10775-021-09502-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study demonstrated that the Exemplary Teaching intervention offered to Pakistan's school teachers through the emotionalized learning experiences (ELE) format fared better than that offered through the teacher-centered methodology as regards the development of career adaptability, teaching self-efficacy, and work engagement from Time 1 to Time 2. Analyses to explore the development of career variables from Time 2 to Time 4 revealed that only the teachers who were offered the ELE intervention effectively engaged in step-by-step career construction over the academic year. Theoretical contributions of the results and implications for offering future career interventions amid COVID-19 are also discussed.

引用

页码：43 / 75

页数：33

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[91] Life designing: A paradigm for career construction in the 21st century [J].