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Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment
INTRODUCTION: Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Follow...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9846613/ https://www.ncbi.nlm.nih.gov/pubmed/36687968 http://dx.doi.org/10.3389/fpsyg.2022.1042798 |
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author | Zhang, Zhonghua Lee, John Chi-Kin Yin, Hongbiao Yang, Xin |
author_facet | Zhang, Zhonghua Lee, John Chi-Kin Yin, Hongbiao Yang, Xin |
author_sort | Zhang, Zhonghua |
collection | PubMed |
description | INTRODUCTION: Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers’ organizational commitment. METHOD: The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data. RESULTS: The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers’ organizational commitment. DISCUSSION: Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers’ collective efficacy beliefs if it is wished to enhance teachers’ commitment to schools. |
format | Online Article Text |
id | pubmed-9846613 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-98466132023-01-19 Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment Zhang, Zhonghua Lee, John Chi-Kin Yin, Hongbiao Yang, Xin Front Psychol Psychology INTRODUCTION: Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers’ organizational commitment. METHOD: The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data. RESULTS: The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers’ organizational commitment. DISCUSSION: Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers’ collective efficacy beliefs if it is wished to enhance teachers’ commitment to schools. Frontiers Media S.A. 2023-01-04 /pmc/articles/PMC9846613/ /pubmed/36687968 http://dx.doi.org/10.3389/fpsyg.2022.1042798 Text en Copyright © 2023 Zhang, Lee, Yin and Yang. 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, Zhonghua Lee, John Chi-Kin Yin, Hongbiao Yang, Xin Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
title | Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
title_full | Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
title_fullStr | Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
title_full_unstemmed | Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
title_short | Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
title_sort | doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9846613/ https://www.ncbi.nlm.nih.gov/pubmed/36687968 http://dx.doi.org/10.3389/fpsyg.2022.1042798 |
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