Guidetti Gloria, Viotti Sara, Bruno Andreina, Converso Daniela
Department of Psychology, University of Turin, Turin, Italy.
Department of Education Science, University of Genoa, Genoa, Italy.
Psychol Res Behav Manag. 2018 May 22;11:197-206. doi: 10.2147/PRBM.S157850. eCollection 2018.
Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability.
The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers.
Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability.
Mediational analysis highlights that teachers' self-efficacy totally mediates the relationship between collective efficacy and perceived work ability.
Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers' collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.
工作能力是与工作相关的研究最多的幸福指标之一。过去的研究强调了与工作相关的资源、需求以及个人资源之间的关系。然而，尚无研究突出集体效能感和自我效能感信念在维持工作能力方面的作用。
本研究旨在探讨在中小学教师样本中，工作能力是否以及通过何种机制与个体效能感和集体效能感相关联。
使用一个由415名意大利中小学教师组成的数据集，分析检验了自我效能感在集体效能感和工作能力之间的中介作用。
中介分析表明，教师的自我效能感完全中介了集体效能感与感知到的工作能力之间的关系。
本研究结果丰富了有关教师集体效能感与自我效能感之间联系的理论知识和实证证据，进一步强调了学校环境中集体效能感的概念。此外，研究结果有助于教师职业幸福感的研究，突出了一个通过集体和个人资源维持和提升工作能力水平的过程。
