Cargando…
Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking
Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we a...
Autores principales: | , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8076591/ https://www.ncbi.nlm.nih.gov/pubmed/33927665 http://dx.doi.org/10.3389/fpsyg.2021.612206 |
_version_ | 1783684712328331264 |
---|---|
author | Zhang, Ying Tsang, Kwok Kuen |
author_facet | Zhang, Ying Tsang, Kwok Kuen |
author_sort | Zhang, Ying |
collection | PubMed |
description | Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking (ZYT) style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers’ joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy. |
format | Online Article Text |
id | pubmed-8076591 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-80765912021-04-28 Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking Zhang, Ying Tsang, Kwok Kuen Front Psychol Psychology Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking (ZYT) style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers’ joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy. Frontiers Media S.A. 2021-04-13 /pmc/articles/PMC8076591/ /pubmed/33927665 http://dx.doi.org/10.3389/fpsyg.2021.612206 Text en Copyright © 2021 Zhang and Tsang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Zhang, Ying Tsang, Kwok Kuen Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking |
title | Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking |
title_full | Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking |
title_fullStr | Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking |
title_full_unstemmed | Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking |
title_short | Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking |
title_sort | performance-based accountability and teacher emotions: role of zhongyong thinking |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8076591/ https://www.ncbi.nlm.nih.gov/pubmed/33927665 http://dx.doi.org/10.3389/fpsyg.2021.612206 |
work_keys_str_mv | AT zhangying performancebasedaccountabilityandteacheremotionsroleofzhongyongthinking AT tsangkwokkuen performancebasedaccountabilityandteacheremotionsroleofzhongyongthinking |