NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1249453
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Perceived Autonomy Support, Relatedness with Students, and Workplace Outcomes: An Investigation of Differences by Teacher Gender
Collie, Rebecca J.; Bostwick, Keiko C. P.; Martin, Andrew J.
Educational Psychology, v40 n3 p253-272 2020
We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For example, for both female and male teachers, PAS predicted greater relatedness with students and both factors were positively associated with organizational commitment. However, there were some noteworthy differences across teacher gender. For example, relatedness with students was positively associated with buoyancy for male teachers only. In addition, findings showed that male teachers reported higher levels of workplace buoyancy.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A