Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (6): 842-849.doi: 10.16187/j.cnki.issn1001-4918.2023.06.10

Previous Articles     Next Articles

The Relationship between Teaching Autonomy and Teaching Reflection: The Mediating Role of Psychological Empowerment and Professional Commitment

YAO Jihai1, JIANG Yuhan2, ZOU Honghui1   

  1. 1. Faculty of Education, Beijing Normal University, Beijing 100875;
    2. Faculty Affairs Office of the CPC (Personnel Department), Beijing Dance Academy, Beijing 100081
  • Published:2023-11-11

RichHTML

PDF (PC)

Abstract: Investigating teachers in 23 primary and secondary schools in Beijing by questionnaire, collecting 1341 valid data in total, and using structural equation model to explore the impact of teachers' teaching autonomy on their teaching reflection and the mediating role of psychological empowerment and professional commitment. The results show that the direct and indirect effects of teachers' teaching autonomy on teachers' teaching reflection are significant. The indirect effects include two paths: teaching autonomy affects teachers' teaching reflection through the separate mediating role of psychological empowerment and the chain mediating role of psychological empowerment and professional commitment. The results show that teachers' teaching autonomy is closely related to teachers' teaching reflection, psychological empowerment and professional commitment play important roles in this connection.

Key words: teacher professional development, teaching reflection, teaching autonomy, psychological empowerment, professional commitment

CLC Number: 

  • G442
Albrecht, S. L., & Marty, A. (2020). Personality, self-efficacy and job resources and their associations with employee engagement, affective commitment and turnover intentions. International Journal of Human Resource Management, 31(5), 657-681.
Aliakbari, M., Khany, R., & Adibpour, M. (2020). EFL teachers'reflective practice, job satisfaction, and school context variables: Exploring possible relationships. TESOL Journal, 11(1), e461. https://doi.org/10.1002/tesj.461
Anderson, D. R. (2002). Creative teachers: Risk, responsibility, and love.The Journal of Education, 183(1), 33-48.
Bandura, A. (1999). Social cognitive theory: An agentic perspective.Asian Journal of Social Psychology, 2(1), 21-41.
Blase, J., & Blase, J. (1996). Facilitative school leadership and teacher empowerment: Teacher’s perspective. Social Psychology of Education, 1(2), 117-145.
Blase, J., & Blase, J. (1997). The micropolitical orientation of facilitative school principals and its effects on teachers'sense of empowerment. Journal of Educational Administration, 35(2),138-164.
Blömeke, S., & Olsen, R. V. (2019). Consistency of results regarding teacher effects across subjects, school levels, outcomes and countries. Teaching and Teacher Education, 77(1), 170-182.
Collie, R. J., & Martin, A. J. (2017). Teachers'sense of adaptability: Examining links with perceived autonomy support, teachers'psychological functioning, and students'numeracy achievement. Learning and Individual Differences, 55, 29-39.
Davis, J., & Wilson, S. M. (2000). Principals'efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The Clearing House, 73(6), 349-353.
Deci, E. L.,& Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Dee, J. R.,Henkin, A. B., & Duemer, L. (2003). Structural antecedents and psychological correlates of teacher empowerment. Journal of Educational Administration, 41(3), 257-277.
Desrumaux, P., Lapointe, D., Sima, M. N., Boudrias, J. S., Savoie, A., & Brunet, L. (2015). The impact of job demands, climate, and optimism on well-being and distress at work: What are the mediating effects of basic psychological need satisfaction. European Review of Applied Psychology, 65(4), 179-188.
Fernet, C.,Trépanier, S. G., Austin, S., & Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start. Teaching and Teacher Education, 59, 481-491.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies.Review of Educational Research, 63(4), 489-525.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
Helsby, G. (1995). Teachers'construction of professionalism inEngland in the 1990s. Journal of Education for Teaching, 21(3), 317-332.
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers'occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715.
Lee, A. N., & Nie, Y. (2013). Development and validation of the school leader empowering behaviours (SLEB) scale. The Asia-Pacific Education Researcher, 22(4), 485-495.
Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization.Journal of Applied Psychology, 78(4), 538-551.
Meyer, J. P., Morin, A. J. S., Stanley, L. J., & Maltin, E. R. (2019). Teachers'dual commitment to the organization and occupation: A person-centered investigation.Teaching and Teacher Education, 77(1), 100-111.
Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247.
Naquin, S. S., & Holton, E. F. (2002). The effects of personality, affectivity, and work commitment on motivation to improve work through learning.Human Resource Development Quarterly, 13(4), 357-376.
Ngang, K. N. (2012).The effect of psychological empowerment on teachers'affective commitment and self-efficacy educational administration. Paper presented at the International Conference on Education and E-Learning, Bali, Indonesia.
Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Procedia-Social and Behavioral Sciences, 98, 1380-1389.
Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale.Journal of Educational Research, 86(3), 172-178.
Prichard, C., & Moore, J. (2016). The balance of teacher autonomy and top-down coordination in ESOL programs.TESOL Quarterly, 50(1), 190-201.
Qing, M., Asif, M., Hussain, A., & Jameel, A. (2019). Exploring the impact of ethical leadership on job satisfaction and organizational commitment in public sector organizations: The mediating role of psychological empowerment.Review of Managerial Science, 14, 1405-1432.
Safari, A., Adelpanah, A., Soleimani, R., Aqagoli, P. H., Eidizadeh, R., & Salehzadeh, R. (2020). The effect of psychological empowerment on job burnout and competitive advantage: The mediating role of organizational commitment and creativity. Management Research, 18(1), 47-71.
Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health.In G. F. Bauer & O. Hammig (Eds.), Bridging occupational, organizational and public health (pp. 43-68). Springer, Dordrecht.
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of management Journal, 38(5), 1442-1465.
Spreitzer, G. M. (1996). Social structural characteristics of psychological empowerment. The Academy of Management Journal, 39(2), 483-504.
Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment—An interpretive model of intrinsic task motivation. Academy of Management Review, 15(4), 666-681.
Valckx, J., Devos, G., & Vanderlinde, R. (2018). Exploring the relationship between professional learning community characteristics in departments, teachers'professional development, and leadership. Pedagogische Studien, 95(1), 34-55.
Yao, J. H., You, Y. S., & Zhu, J. J. (2020). Principal-teacher management communication and teachers'job performance: The mediating role of psychological empowerment and affective commitment.Asia-Pacific Education Researcher, 29(4), 365-375.
Yogalakshmi, J. A., & Suganthi, L. (2020). Impact of perceived organizational support and psychological empowerment on affective commitment: Mediation role of individual career self-management. Current Psychology, 39(3), 885-899.
何兰芝, 马振龙. (2011). 中小学教师职业承诺状况的调查研究. 教育与职业,(12), 61-62.
金芳, 但菲, 陈玲. (2020). 心理授权对幼儿园教师组织公民行为的影响: 心理契约的中介作用. 学前教育研究, (5), 14-24.
雷巧玲, 赵更申. (2009). 知识型员工个体特征对心理授权影响的实证研究. 科学学与科学技术管理, 30(8), 182-185.
李超平, 李晓轩, 时勘, 陈雪峰. (2006). 授权的测量及其与员工工作态度的关系. 心理学报, 38(1), 99-106.
凌俐, 陆昌勤. (2007). 心理授权研究的现状. 心理科学进展, 15(4), 652-658.
龙立荣, 李霞. (2002). 中小学教师的职业承诺研究. 教育研究与实验, (4), 56-61.
邵光华, 顾泠沅. (2010). 中学教师教学反思现状的调查分析与研究. 教师教育研究, 22(2), 66-70.
申继亮, 刘加霞. (2004). 论教师的教学反思. 华东师范大学学报(教育科学版), 22(3), 44-49.
王钢, 黄旭, 鲁雪, 张大均. (2015). 幼儿教师职业承诺对工作绩效的影响: 职业幸福感的中介作用. 心理发展与教育, 31(6), 753-760.
王金良, 张大均. (2011). 心理授权研究进展. 心理科学, 34(3), 598-601.
肖珊, 李兴洲. (2016). 高职教师教学自主权和职业承诺的关系研究. 职教论坛,(24), 20-26.
杨鑫, 尹弘飚. (2017). 促进教师成为反思性教学决策者. 全球教育展望, 46(5), 70-80.
姚计海, 申继亮. (2007). 中小学教师教学自主权量表的修订. 应用心理学, 13(4), 329-333.
赵明仁. (2006). 论教师专业发展的再概念化. 教师教育研究, 18(4), 1-5+29.
[1] XIN Zhaoyang, WANG Qinglin, WANG Minghui, DU Jing, ZHAO Guoxiang. The Relationship between Supervisor-student Relationship and Academic Adjustment of Postgraduates: The Chain Mediating Effect of Research Self-efficacy and Professional Commitment [J]. Psychological Development and Education, 2023, 39(6): 825-832.
[2] YAO Ji-hai, LIU Li-hua. A study on Relationship Between Principal’s Psychological Empowerment and Job Burnout in Primary and Middle School [J]. Psychological Development and Education, 2011, 27(5): 529-535.
[3] WANG Jin-liang, ZHANG Da-jun. Development of a Psychological Empowerment Questionnaire for Teachers at Elementary and Secondary Schools in China [J]. Psychological Development and Education, 2011, 27(1): 105-111.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd