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中国小学教师工作意义感对组织承诺的影响:链式中介模型
Authors Yin S, Guan X, Zhang Y, Li Y, Jobe MC, Ahmed MZ
Received 9 June 2023
Accepted for publication 19 August 2023
Published 29 August 2023 Volume 2023:16 Pages 3477—3488
DOI https://doi.org/10.2147/PRBM.S425043
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Igor Elman
Purpose: This present study aims to explore the effects of work meaningfulness on primary school teachers’ self-reflection, self-efficacy and organizational commitment and their mechanisms of action.
Methods: This study used a meaningfulness, self-reflection, self-efficacy, and organizational commitment measures. A total of 417 teachers from urban, rural, and mountainous elementary schools were recruited to complete the survey including the measures of work meaningfulness, self-reflection, self-efficacy, and organizational commitment. In this study, descriptive statistics were run using SPSS 26.0 and the relationship model between variables was tested with the SPSS macro program PROCESS.
Results: The study found that work meaningfulness and self-efficacy independently predicted primary school teachers’ organizational commitment, but self-reflection did not significantly predict organizational commitment. It was found that there was a significant positive correlation between the four studied variables of work meaningfulness, self-efficacy, self-reflection, and organizational commitment with correlation coefficients ranging from 0.24 to 0.57. The study also found that work meaningfulness can directly predict elementary school teachers’ organizational commitment, and work meaningfulness can also indirectly predict elementary school teachers’ organizational commitment through self-efficacy and self-reflection.
Conclusion: The results of this study are useful for understanding the value of enhancing the organizational commitment of primary school teachers from a social cognitive perspective, and have implications for how to build a stable, high-quality and dynamic primary school teaching force.
Keywords: work meaningfulness, organizational commitment, self-reflection, self-efficacy, primary school teachers