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ERIC Number: EJ822534
Record Type: Journal
Publication Date: 2009-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Coping and Buoyancy in the Workplace: Understanding Their Effects on Teachers' Work-Related Well-Being and Engagement
Parker, Philip D.; Martin, Andrew J.
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n1 p68-75 Jan 2009
Given the high levels of attrition in the teaching profession there is a need for research to better understand factors that lead to greater teacher well-being and engagement. The present study explores the roles of coping and buoyancy in predicting teacher well-being and engagement. In particular, a process model is hypothesized in which the use of "direct" coping strategies (mastery orientation and planning) predict high levels of buoyancy, well-being, and engagement, while "palliative" coping strategies (self-handicapping and failure avoidance) predict low buoyancy, well-being, and engagement. Amongst a sample of 515 teachers from 18 schools, results generally supported this model with particularly strong direct effects for buoyancy and strong direct and indirect effects for mastery orientation. Failure avoidance, self-handicapping, and planning also produced significant direct and/or indirect effects via buoyancy on teacher well-being and engagement. Implications for school executives and future research are discussed. (Contains 2 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A