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Teacher Resilience Matters: A Buffering and Boosting Effect between Job Driving Factors and Their Well-Being and Job Performance
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Chen, Junjun; Lee, John Chi-Kin – Teachers and Teaching: Theory and Practice, 2022
This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the…
Descriptors: Teacher Persistence, Resilience (Psychology), Well Being, Job Performance
Perceived Relatedness-Support Matters Most for Teacher Well-Being: A Self-Determination Theory Perspective
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Joseph Y. Haw; Ma. Jenina N. Nalipay; Ronnel B. King – Teachers and Teaching: Theory and Practice, 2024
This study investigated whether teachers' perceptions of school leaders' need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined…
Descriptors: Teacher Attitudes, Administrator Role, Well Being, Self Determination
Which Variables Predict Teachers Diagnostic Competence When Diagnosing Students' Learning Behavior at Different Stages of a Teacher's Career?
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Klug, Julia; Bruder, Simone; Schmitz, Bernhard – Teachers and Teaching: Theory and Practice, 2016
Diagnosing is one of teachers' key competences. Lately, a new model of teachers' diagnostic competence and therewith a new measurement method focusing on diagnosing students' learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers' diagnostic competence. However, some questions relevant…
Descriptors: Predictor Variables, Competence, Student Behavior, Teacher Attitudes
Taking and Teaching the Test Are Not the Same: A Case Study of First-Year Teachers' Experiences in High-Stakes Contexts
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Brown, Christopher P. – Teachers and Teaching: Theory and Practice, 2015
Background: Policymakers' use of high-stakes exams to improve students' academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts…
Descriptors: Case Studies, High Stakes Tests, Context Effect, Beginning Teachers