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| Autor/inn/en | Collie, Rebecca J.; Bostwick, Keiko C. P.; Martin, Andrew J. |
|---|---|
| Titel | Perceived Autonomy Support, Relatedness with Students, and Workplace Outcomes: An Investigation of Differences by Teacher Gender |
| Quelle | In: Educational Psychology, 40 (2020) 3, S.253-272 (20 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Collie, Rebecca J.) ORCID (Bostwick, Keiko C. P.) ORCID (Martin, Andrew J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2019.1663791 |
| Schlagwörter | Gender Differences; Secondary School Teachers; Professional Autonomy; Teacher Attitudes; Teacher Student Relationship; Foreign Countries; Work Environment; Coping; Psychological Patterns; Self Determination; Barriers; Teaching Conditions; Teacher Characteristics; Teaching Experience; Australia |
| Abstract | We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For example, for both female and male teachers, PAS predicted greater relatedness with students and both factors were positively associated with organizational commitment. However, there were some noteworthy differences across teacher gender. For example, relatedness with students was positively associated with buoyancy for male teachers only. In addition, findings showed that male teachers reported higher levels of workplace buoyancy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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