ABSTRACT

We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, in turn, how the personal resources (and contextual factors) predict three work-related outcomes: organisational commitment, extra-role behaviour, and failure avoidance. With a cross-sectional design and conducted among 264 Australian secondary school teachers (69% female; average age 43 years), this study showed that perceived autonomy-support was positively associated with adaptability and buoyancy. The reverse was true for time pressure, which was negatively associated with adaptability and buoyancy. In turn, adaptability was positively associated with organisational commitment and extra-role behaviour, whereas buoyancy was negatively associated with failure avoidance. Adaptability and buoyancy also acted as mediators in the associations between the contextual factors and the outcomes. Together, findings hold implications for research and practice around supporting teachers in their work.

摘要

我们研究了两种个人资源-适应能力和浮力-人们越来越认为这两种资源对于教师取得与工作相关的积极成果非常重要。我们试图通过同时检查这两种个人资源作为教师工作相关结果的预测因素来扩展有关这两种个人资源的独特作用的知识。我们还研究了两个情境因素（感知的自主支持和时间压力）如何预测这些个人资源，以及反过来，这些个人资源（和情境因素）如何预测与工作相关的三个结果：组织承诺，角色外行为和避免失败。通过横断面设计并在264名澳大利亚中学教师中进行（69％的女性；平均年龄43岁），这项研究表明，感知的自主支持与适应性和浮力呈正相关。时间压力则相反，这与适应性和浮力负相关。反过来，适应性与组织承诺和角色外行为成正相关，而浮力与避免失败成负相关。适应性和浮力在背景因素与结果之间的关联中也起中介作用。总之，调查结果对支持教师工作的研究和实践具有重要意义。适应性和浮力在背景因素与结果之间的关联中也起中介作用。总之，调查结果对支持教师工作的研究和实践具有重要意义。适应性和浮力在背景因素与结果之间的关联中也起中介作用。总之，调查结果对支持教师工作的研究和实践具有重要意义。