An exploration of teachers' social goal orientations with the job demands–resources model

Chiung-Fang CHANG, Nathan C. HALL, Hui WANG, Sonia RAHIMI

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - Apr 2021

Citation

Chang, C.-F., Hall, N. C., Wang, H., & Rahimi, S. (2021, April). An exploration of teachers' social goal orientations with the job demands–resources model [Virtual]. Paper presented at the 2021 American Educational Research Association Annual Meeting (AERA21): Accepting Educational Responsibility, USA.

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