Positive teacher-student relationships represent an important social resource that helps teachers adapt instruction to learning needs and promote well-being. However, research on the link between teachers’ motivation for connecting with students and their work adjustment is limited. This study applied the Job Demands-Resources Model to investigate how teachers’ social approach and avoidance goals impacted their well-being, job satisfaction, and organizational commitment, with burnout and work engagement as mediating variables. Structural equation modelling of findings from K-12 Canadian practicing teachers (N = 154; covariates: gender, grade level, pre-/mid-COVID-19) showed teachers with stronger social avoidance goals (putting minimum effort into student relationships) to be less engaged and experience greater burnout that, in turn, led to lower well-being, job satisfaction, and commitment. Copyright © 2021 AERA21.
|Publication status||Published - Apr 2021|
|Event||2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility" - , United States|
Duration: 08 Apr 2021 → 12 Apr 2021
|Conference||2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility"|
|Abbreviated title||AERA 2021|
|Period||08/04/21 → 12/04/21|