McInerney, D. M, Ganotice, F. A, King, R. B, Morin, A. J & Marsh, HW. (2015). Teachers' commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong [accepted manuscript]. Educational Psychology,35(8), Mok, M.. 926-945. United States of America: Taylor & Francis. Retrieved from https://doi.org/10.1080/01443410.2014.895801
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.
Institute for Positive Psychology and Education
Open Access Journal Article