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

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

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

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

Department of Special Education and Counselling (SEC)

Research output: Contribution to conference › Papers

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 language	English
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 https://www.aera.net/Events-Meetings/2021-Annual-Meeting

Conference

Conference	2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility"
Abbreviated title	AERA 2021
Country/Territory	United States
Period	08/04/21 → 12/04/21
Internet address	https://www.aera.net/Events-Meetings/2021-Annual-Meeting

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education

@conference{1de78826a32448d385d3abdefcb76ac2,

title = "An exploration of teachers' social goal orientations with the job demands–resources model",

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{\textquoteright} motivation for connecting with students and their work adjustment is limited. This study applied the Job Demands-Resources Model to investigate how teachers{\textquoteright} 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 {\textcopyright} 2021 AERA21.",

author = "Chiung-Fang CHANG and HALL, \{Nathan C.\} and Hui WANG and Sonia RAHIMI",

year = "2021",

month = apr,

language = "English",

note = "2021 Virtual Annual Meeting of American Educational Research Association: {"}Accepting Educational Responsibility{"}, AERA 2021 ; Conference date: 08-04-2021 Through 12-04-2021",

url = "https://www.aera.net/Events-Meetings/2021-Annual-Meeting",

}

TY - CONF

T1 - An exploration of teachers' social goal orientations with the job demands–resources model

AU - CHANG, Chiung-Fang

AU - HALL, Nathan C.

AU - WANG, Hui

AU - RAHIMI, Sonia

PY - 2021/4

Y1 - 2021/4

N2 - 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.

AB - 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.

M3 - Papers

T2 - 2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility"

Y2 - 8 April 2021 through 12 April 2021

ER -

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

Abstract

Conference

UN SDGs

Fingerprint