Teacher Efficacy, Collective Self-Esteem, and Organizational Commitment of Childcare Teachers: A Moderated Mediation Model of Social Support

Abstract

This study explored the moderated mediation model from the viewpoint of whether the job resource of social support can reinforce relationships among teacher efficacy, collective self-esteem, and organizational commitment based on the Job Demands-Resources (JD-R) model. A sample of 212 childcare teachers completed a self-report battery that included measures of teacher efficacy, collective self-esteem, organizational commitment, and social support. The results indicated that collective self-esteem partially mediated the relationship between teacher efficacy and organizational commitment. The findings also demonstrated that teacher efficacy translated into a higher organizational commitment among teachers that perceive relatively higher degrees of social support in both the indirect effect through collective self-esteem and the direct effect without collective self-esteem. The study highlights the need to establish public childcare policies that are conducive to increasing social support for teachers. Based on these results, the benefits of understanding this moderated mediation path, the limitations of the study, and future research directions are discussed.

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

“…The results of the study suggest the need to take into account activities or programs that promote self-esteem to reduce burnout and depressive symptomatology, especially in Group 1 (high burnout) and Group 3 (moderate burnout) [ 23 ], decrease role ambiguity [ 18 , 38 , 40 , 41 , 42 , 43 , 44 ] to promote social support and empathy among teachers [ 43 , 45 , 46 , 47 ], develop emotional skills in teachers for the regulation of emotions in stressful situations to reduce the high levels of EE and DE [ 48 , 49 , 50 , 51 , 52 , 53 , 54 ], foster illusions at work [ 55 ] and to promote the welfare and commitment of individual teachers [ 24 ].…”

Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

“…Wenngleich die distinkte Unterscheidung zwischen Banduras Konstrukt der Selbstwirksamkeit (1977,1997) und anderen selbstbezogenen Kognitionen relativ schnell auf breiten Konsens in der Selbstwirksamkeitsforschung stieß, ist festzustellen, dass die (adaptierte) Skala von Gibson und Dembo (1984) dennoch weiterhin eingesetzt wird (u. a. Cayirdag, 2017;Chung, 2019;Desombre, Lamotte & Jury, 2019;Dussault, 2006;El-Deghaidy, 2006;Gurvitch & Metzler, 2009;Liaw, 2009;Shaghir & Shyan, 2018;Summers, Davis & Woolfolk Hoy, 2017;Tournaki & Podell, 2005;Tournaki & Samuels, 2016;Yılmaz & Çavaş, 2008;Weshah, 2012). dokumentieren in einem systematischen Review, dass in den Jahren zwischen 1998 und 2009 von 218 Studien nahezu ein Drittel auf Variationen der Teacher Efficacy Scale (TES) basieren.…”

The Mediating Effect of Childcare Teachers’ Resilience on the Relationship between Social Support in the Workplace and Their Self-Care

“…As daycare centers are generally located in smaller spaces, close cooperation with fellow teachers and directors is important as it increases the psychological stability and positive self-awareness of childcare teachers [ 35 , 36 , 37 ]. Social support in the workplace includes assistance and resources that can be obtained from colleagues and supervisors surrounding an individual [ 38 , 39 ], while social support in the workplace of childcare teachers was reported to prevent burnout [ 36 , 40 ]. When teachers believed that they had received a fair evaluation from their colleagues and supervisors and when they received love, respect, and interest from fellow teachers and directors, they showed higher levels of self-confidence [ 41 ].…”