Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
By Rebecca J. Collie, Helena Granziera, Andrew J. Martin. Teaching and Teacher Education : An International Journal of Research and Studies, 2018
168 citations recorded by the source corpus.
Abstract We investigated the extent to which perceived autonomy support (PAS) is associated with adaptability and, in turn, whether both are associated with emotional exhaustion and work disengagement. The associations that all four factors have with organizational commitment were also examined. With a sample of 164 Australian secondary school teachers, we conducted structural equation modeling. Findings showed that PAS was positively associated with adaptability, and negatively associated with exhaustion and disengagement. Adaptability was negatively associated with disengagement. Finally, PAS (positively), exhaustion (negatively), and disengagement (negatively) were associated with organizational commitment. Together, the findings shed light on teachers’ workplace experiences and outcomes.
Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/cf33116eb0d9b1cc83c6e4603b205bd6f80f84db
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In General Health Professions
In Organizational Behavior and Human Resource Management
In Social Psychology
Citations in the corpus
- COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “, 2003), but there are mixed findings for emotional exhaustion (Collie et al., 2018; Pisanti et al., 2003).”