Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

2021 ◽  
Vol 49 (6) ◽  
pp. 1-9
Author(s):  
Jinliang Ding ◽  
Zechen Xie
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Psychological Empowerment ◽  
School Teachers ◽  
Rural Teachers ◽  
Advance Research ◽  
The Relationship ◽  
Primary And Secondary School ◽  
Work Burnout

We examined the relationship between psychological empowerment and work burnout as mediated by professional identity. Participants were 650 primary and secondary school teachers from nine rural provinces in China. The results indicate that both psychological empowerment and professional identity were significantly and negatively related to work burnout, and that psychological empowerment was significantly and positively associated with professional identity. Furthermore, professional identity partially mediated the relationship between psychological empowerment and work burnout. These findings advance research on the psychology of professional identity by clarifying the relationship between psychological empowerment and work burnout.

scholarly journals TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION

2019 ◽  
Vol 18 (1) ◽  
pp. 105-116
Author(s):  
Jelena Ž. Maksimović ◽  
Jelena S. Osmanović
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Work Experience ◽  
Secondary School Teachers ◽  
Self Concept ◽  
Pay Satisfaction ◽  
School Teachers ◽  
Openness To Change ◽  
The Relationship ◽  
Primary And Secondary School

Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

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