Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school
Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school
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DOI：
10.3102/0002831208318259
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发表时间：
2008-09-01
影响因子：
3.6
通讯作者：
Hogan, David
中科院分区：
文献类型：
--
作者：
Chan, Wai-Yen;Lau, Shun;Hogan, David
本研究检验了教师承诺的预测和中介模型。本研究假设教师效能感和学校认同感是教师承诺的个人前因（教学经验）和组织前因（组织政治知觉和反思性对话）的中介变量。多组结构方程模型被用来测试和验证中介模型在两个独立的教师样本。组织政治知觉与教师承诺负相关，而反思性对话与教学经验正相关。教师效能感和学校认同在三个前因与教师承诺的关系中起完全中介作用。
This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two independent samples of teachers. Perceived organizational politics was found to be negatively related to teacher commitment, whereas reflective dialogue and teaching experience were positively related. Teacher efficacy and identification with school were found to completely mediate the relations between the three antecedents and teacher commitment.