According to the ‘intensification’ thesis, external pressures from policymakers, supervisors, parents, and experts fuel an ever-expanding teaching role and associated workload. Against that ...background, we examined how four interpersonal relationships (students, colleagues, supervisors, and parents), teaching-related and non-teaching-related workload (e.g., paperwork), and autonomy are related to teacher burnout (emotional exhaustion, depersonalization, personal accomplishment). The participants were 1878 Flemish teachers 45 years of age or older. The data were analyzed by means of structural equation modelling. Interpersonal relationships were differentially related to burnout. Teaching-related and non-teaching-related workload were both related to emotional exhaustion. Autonomy was most strongly related to non-teaching-related workload.
•Interpersonal relationships are differentially related to the burnout dimensions.•Relations with students are most strongly related to the three burnout dimensions.•Supervisors play a crucial role in giving teachers more autonomy.•More autonomy leads to less dissatisfaction with non-teaching-related workload.•Our data support the sequential process model of burnout.
This study starts from the finding that a complex – sometimes even paradoxical - relationship exists between teacher autonomy and collaboration. Teacher autonomy is often equated to independence and ...individual work, excluding collaboration by definition. Hence, the first objective includes disentangling this paradoxical relationship by defining perceived autonomy and collaborative attitude as two distinct concepts. As existing autonomy measures are not equipped to capture this distinction, the second objective includes the development of a measure in line with the proposed conceptualisation. This resulted in an instrument consisting of three scales (collaborative attitude, didactical-pedagogical autonomy, curricular autonomy) with confirmed psychometric quality.
•The paradoxical relationship between autonomy and collaboration is disentangled.•Teacher (classroom) autonomy is defined in relationship to collaboration.•Two autonomy attitudes are distinguished: A reactive and reflective attitude.•A measure distinguishing between autonomy and collaborative attitude is developed.
This study details the experiences of teachers at four US urban schools as they participate in culturally responsive practice (CRP) in professional development (PD). The authors conducted a ...qualitative study supported by quantitative statistical descriptions to examine the behaviors that empower and engage teachers in CRP. Findings suggest that school policies promote and encourage teacher autonomy and provide opportunities for teachers to examine their own implicit biases and remain at the forefront of the decision-making that leads to the design and implementation of PD. A discussion regarding empowerment, engagement, and collaboration in the design and implementation of PD is presented.
•The dynamic culture of a school sets the tone for professional development (PD).•School policies that encourage teacher autonomy lead to teacher engagement in PD.•Teachers need supportive environments for culturally responsive PD to be successful.
•This study focused on the pathway between helicopter parenting and depressive level among non-clinical Chinese college students.•The basic psychological needs and self-control played a chain-type ...mediating role between helicopter parenting and depressive scores.•The path between helicopter parenting and basic psychological needs was moderated by teacher autonomy support.
Helicopter parenting has been one of major contributing factors to depression, and the occurrence of severe depressive level has been increasing in college students. Based on self-determinant theory (SDT), previous studies have indicated the pathway between helicopter parenting and depressive level, especially focusing on the roles of basic psychological needs, self-control and teacher autonomy support. But few studies focused on the full model of these interactive factors and the Chinese non-clinical college students.
Non-clinical college students (n = 648), aging from 17 to 28 years old, were recruited as participants from universities in Guangzhou, China, in 2020. The participants were asked to complete five self-report questionnaires, including Helicopter Parenting Scale (HPS), Learning Climate Questionnaire (LCQ), Basic Psychological Needs Scale (BPNS), Self-Control Scale (SCS), and Beck Depression Scale-II (BDI-II).
Results have revealed that basic psychological needs and self-control played a chain-type mediating role between helicopter parenting and depressive scores among non-clinical Chinese college students. In addition, the path between helicopter parenting and basic psychological needs was moderated by teacher autonomy support.
This study reveals a potential pathway of how helicopter parenting influence the depressive level among non-clinical college students in the context of Chinese background. These findings give multi-dimensional (parents, teachers, and college students) indications for reducing the effects of helicopter parenting on depressive level among non-clinical Chinese college students, which will be helpful for improving their mental health. However, this is a cross-sectional study and other factors may also play important roles in this pathway.
Although prior research has demonstrated that switching schools poses a risk for academic and behavioral functioning among adolescents, relatively little is known about their emotional adjustment, or ...how it affects emotional well-being. Moreover, the cumulative effects of multiple risk and protective factors on their emotional well-being are even less covered in the existing literature. Guided by a risk and resilience ecological framework, the current study compared emotional well-being, operationalized as positive affect and negative affect, between Chinese adolescents who had switched schools and their non-switch counterparts, and examined the direct and interactive effects of teacher autonomy support and two facets of grit (i.e., perseverance and consistency) on emotional well-being in both groups. A propensity score matching analysis was used to balance the two groups in terms of sociodemographic characteristics (i.e., age, gender, and socioeconomic status). A total of 371 adolescents who had switched schools and 742 non-switch counterparts aged from 13 to 18 years were involved in this study. Results indicated that adolescents who had switched schools reported higher levels of negative affect than their non-switch counterparts. Moreover, for adolescents who had switched schools, those who possessed higher levels of perseverance had a significantly negative association between teacher autonomy support and negative affect; however, the corresponding association was independent of perseverance for their non-switch counterparts. The current findings indicate that switching schools is a disadvantage for adolescents' emotional states. However, teacher autonomy support and perseverance can protect adolescents who switch schools as critical stress-buffering factors against these negative feelings.
This study examines how teachers' autonomy and learning affect their commitment, considering the moderating role of work environment. Questionnaires were administered to full-time teachers in basic ...schools within Ghana's Ashanti Region, which yielded 1163 accurate responses. The study employs the structural equation modeling technique to generate accurate and reliable findings. The findings reveal that teachers' autonomy and learning positively and significantly contribute to their commitment. Also, work environment positively and substantially moderates the relationship between teachers' autonomy and commitment and between teachers' learning and commitment. Finally, theoretical and practical implications are discussed.
•Teachers' autonomy positively predicted teachers' commitment.•Teachers' learning positively impacted teachers' organizational commitment.•Work environment, together with teachers' autonomy, positively influenced teachers' commitment.•Work environment, together with teachers' learning, positively affected teachers' commitment.
The current article examines the effects of teacher classroom autonomy and school culture on collective teacher innovativeness, through integrated professional learning. This examination draws upon ...an analysis of TALIS dataset 2018 gathered from 241 426 teachers of 15 672 schools in 48 OECD countries, using a multilevel structural equation modelling approach. The article underscores the importance of enhancing teachers' sense of classroom autonomy and collaborative school culture to promote collective teacher innovativeness. It suggests that a collaborative culture would encourage teachers to participate in integrated professional learning activities, and that collective participation in professional learning would enhance teachers’ collective innovativeness.
•Teacher autonomy and school culture influence collective teacher innovativeness.•Teacher autonomy and collaboration are positively interrelated.•A collaborative culture promotes teachers' participation in professional learning.•Collective participation in professional learning enhances innovativeness.
The purpose of this research is to test the mediation effect of self-efficacy on college student's perception of teacher autonomy support and students' deep learning, and whether the peer support ...perceived by students can moderate the relationship between perceived teacher autonomy support and deep learning. A survey of 1,800 college students from a provincial undergraduate normal university in Guizhou Province in China was conducted through the revised Perceived Teacher Autonomy Support Scale, Deep Learning Scale, Self-Efficacy Scale, and Perceived Peer Support Scale (Mean age = 21 years old, SD = 1.34). Data use SPSS23.0, AMOS22.0 for descriptive analysis and correlation analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), moderation effect, and mediation effect analysis. The research results show that after controlling for gender, major, and grade, self-efficacy partially moderates the connection between perceived teacher autonomy support and deep learning of college students. Moreover, perceived peer support mediates the relationship between perceived teacher autonomy support and students' self-efficacy.
PDF
