Speaking up and out: examining the predictors of prohibitive voice among teachers

被引：2

作者：

Walden, Justin ^{[1
]}

Vareberg, Kyle ^{[2
]}

Zeng, Cheng ^{[1
]}

Croucher, Stephen ^{[3
,4
,5
]}

机构：

[1] North Dakota State Univ, Dept Commun, Dept 2310 POB 6050, Fargo, ND 58108 USA

[2] Northeastern State Univ, Commun Studies, Tahlequah, OK USA

[3] Massey Univ, Sch Commun Journalism & Mkt, Palmerston North, New Zealand

[4] Massey Business Sch, Palmerston North, New Zealand

[5] Natl Res Univ, Higher Sch Econ, Moscow, Russia

来源：

COMMUNICATION QUARTERLY | 2021年 / 69卷 / 05期

关键词：

Causal attribution; occupational commitment; prohibitive voice; teaching; CAUSAL DIMENSION SCALE; ORGANIZATIONAL CITIZENSHIP BEHAVIOR; ATTRIBUTION THEORY; EMPLOYEE VOICE; SELF-EFFICACY; COMMITMENT; MOTIVATION; BURNOUT;

D O I：

10.1080/01463373.2021.1974912

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

Teachers routinely face dissatisfying work conditions and may express their frustrations to their peers. This study explores the extent to which causal attributions of work-related doubt, occupational commitment, and intention to quit influence teachers' willingness to voice their concerns about their occupation. Through a survey of 210 teachers in the United States, we found that teachers with a personal control orientation were less likely to express prohibitive voice. Moreover, both occupational commitment and intention to quit positively predicted teachers' prohibitive voice. Our findings provide new insights into how teachers may use voice as a communication strategy to defend their occupation from potential harms. Implications and limitations of the study are further discussed.

引用

页码：544 / 563

页数：20

共 61 条

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