Yin Sumei, Guan Xiangli, Zhang Yaqi, Li Yang, Jobe Mary C, Ahmed Md Zahir
School of Teacher Education, Yuxi Normal University, Yuxi, 653100, People's Republic of China.
Department of Psychological and Brain Sciences, The George Washington University, Washington, DC, 20052, USA.
Psychol Res Behav Manag. 2023 Aug 29;16:3477-3488. doi: 10.2147/PRBM.S425043. eCollection 2023.
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.
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.
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.
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.
本研究旨在探讨工作意义对小学教师自我反思、自我效能感和组织承诺的影响及其作用机制。
本研究采用了工作意义、自我反思、自我效能感和组织承诺的测量工具。共招募了来自城市、农村和山区小学的417名教师，以完成包括工作意义、自我反思、自我效能感和组织承诺测量的调查。在本研究中，使用SPSS 26.0进行描述性统计，并使用SPSS宏程序PROCESS对变量之间的关系模型进行检验。
研究发现，工作意义和自我效能感独立预测小学教师的组织承诺，但自我反思对组织承诺的预测不显著。研究发现，工作意义、自我效能感、自我反思和组织承诺这四个研究变量之间存在显著的正相关，相关系数在0.24至0.57之间。研究还发现，工作意义可以直接预测小学教师的组织承诺，工作意义也可以通过自我效能感和自我反思间接预测小学教师的组织承诺。
本研究结果有助于从社会认知角度理解增强小学教师组织承诺的价值，并对如何构建一支稳定、高质量和充满活力的小学教师队伍具有启示意义。
