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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...

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Autores principales: Zhang, Zhonghua, Lee, John Chi-Kin, Yin, Hongbiao, Yang, Xin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
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.
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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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