Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong

Dennis Michael MCINERNEY, Fraide A. GANOTICE, Ronnel Bornasal KING, Alexander J. S. MORIN, Herbert W. MARSH

Research output: Contribution to journalArticles

30 Citations (Scopus)

Abstract

Despite ample research on commitment in industrial settings, there has been no systematic attempt to investigate outcomes associated with teacher commitment. Therefore, the aim of this study was to examine the relationship between teacher commitment and psychological well-being in the work place using questionnaires. Hong Kong teachers (N = 857) participated. Hierarchical regression analyses were used to investigate how the three aspects of commitment pertaining to the organisation and occupation predicted relevant outcomes. Results showed that affective and normative commitment positively predicted psychological well-being in the work place: interpersonal fit at work, thriving at work, feeling of competency, perceived recognition at work, desire for involvement at work and job satisfaction. Continuance commitment was a negative predictor of some outcomes. Results of the current study provide support to Meyer’s 3 × 2 factor model of commitment. Findings are discussed in relation to the situation of teachers in the Hong Kong context. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Pages (from-to)926-945
JournalEducational Psychology
Volume35
Issue number6
Early online dateMar 2014
DOIs
Publication statusPublished - 2015

Citation

McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J. S., & Marsh, H. W. (2015). Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35(6), 926-945. doi: 10.1080/01443410.2014.895801

Keywords

  • Teacher commitment
  • Psychological well-being
  • Hong Kong teachers

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