Perceived autonomy support, relatedness with students, and workplace outcomes: an investigation of differences by teacher gender

被引：26

作者：

Collie, Rebecca J. ^{[1
]}

Bostwick, Keiko C. P. ^{[1
]}

Martin, Andrew J. ^{[1
]}

机构：

[1] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia

来源：

EDUCATIONAL PSYCHOLOGY | 2020年 / 40卷 / 03期

关键词：

Teachers; motivation; well-being; self-determination theory; gender; SELF-DETERMINATION THEORY; OF-FIT INDEXES; NEED SATISFACTION; FEMALE TEACHERS; WORK; MOTIVATION; ADAPTABILITY; SUPERVISORS; PERCEPTIONS; COMMITMENT;

D O I：

10.1080/01443410.2019.1663791

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For example, for both female and male teachers, PAS predicted greater relatedness with students and both factors were positively associated with organizational commitment. However, there were some noteworthy differences across teacher gender. For example, relatedness with students was positively associated with buoyancy for male teachers only. In addition, findings showed that male teachers reported higher levels of workplace buoyancy.

引用

页码：253 / 272

页数：20

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