Teachers' Personal and Collective Work-Identity Predicts Exhaustion and Work Motivation: Mediating Roles of Psychological Job Demands and Resources

Nordhall, Ola; Knez, Igor; Saboonchi, Fredrik; Willander, Johan

doi:10.3389/fpsyg.2020.01538

Cited by 14 publications

(9 citation statements)

References 151 publications

(378 reference statements)

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“…The present study is a part of a larger research project on workidentity. Accordingly, the method section is consonant, in general terms, with previous publications within this project Nordhall et al, , 2020.…”

Section: Methodsmentioning

confidence: 90%

“…Work-identity has been shown to be associated in different ways with a wide range of work- and organization-related behaviors, norms and attitudes, such as work motivation, job satisfaction, in- and extra role behaviors and organizational justice ( Lee et al., 2015 ; Nordhall and Knez, 2018 ; Nordhall et al., 2020 ; Riketta, 2005 ; Riketta and Van Dick, 2005 ). Associations have also been found with several aspects of self-reported mental health, for example, general mental health, work stress, depression, burnout and exhaustion (see Haslam et al., 2009 ; Haslam, 2014 ; Jetten et al, 2012 ; Nordhall et al., 2018 ; Steffens et al., 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…missing, proudness, coherence, correspondence, incorporation, assimilation, esteem and affective commitment) that make up the components (e.g. emotion and cognition) of work-identity (e.g., Nordhall and Knez, 2018 ; Nordhall et al., 2018 ; Nordhall et al., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Emotion and cognition in personal and collective work-identity formation: variable- and person-oriented analyses

Nordhall

Knez

Willander

2021

Heliyon

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The aim of this study was to investigate emotional and cognitive processes involved in the formation of personal and collective work-identity by variable- and person-oriented analyses. A digitized questionnaire was answered by 768 participants. In line with an autobiographical (personal) memory view, we showed that: (1) emotional processes positively predicted cognitive processes (variable-oriented analyses), and (2) emotional profile had an effect on cognitive processes (person-oriented analyses), with regard to personal work-identity formation. Regarding collective work-identity formation, and in line with a social-identity and self-categorization perspective, we showed that: (1) cognitive processes positively predicted emotional processes (variable-oriented analyses), and (2) cognitive profile had an effect on emotional processes (person-oriented analyses). Our results indicate that emotion and cognition play different roles in personal- and collective work-identity formation; additionally, suggesting that the theoretical views of both personal and social psychology as well as analyses at different levels should be involved in order to gain a deeper understanding of the phenomenon of people-work bonding.

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Section: Methodsmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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Emotion and cognition in personal and collective work-identity formation: variable- and person-oriented analyses

Nordhall

Knez

Willander

2021

Heliyon

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“…Teachers' professional identity can be defined from individual attributes, which imply a personal identity, and from social attributes, which imply a collective identity (Knez, 2016[33]; Nordhall and Knez, 2018 [34]) (see Box 3.2). Teachers' collective identity refers to the shared understanding of a professional community of teachers about themselves and their position within the school or the broader society (Beijaard, Meijer and Verloop, 2004[35]).…”

Section: Do Teachers Have An Identity As a Professional Community?mentioning

confidence: 99%

Teacher professional identity

2022

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2022)5 TEACHER PROFESSIONAL IDENTITY: HOW TO DEVELOP AND SUPPORT IT IN TIMES OF CHANGE Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…Training faculty and staff to identify signs of anxiety and depression among individuals will assist in recognizing and meeting the needs of students and colleagues. Additionally, generating positive thinking and feeling for educators associated with work-related demands can help manage exhaustion resulting from increased workload and addressing students' needs (Nordhall et al, 2020).…”

Section: Faculty and Staffmentioning

confidence: 99%

Lessons Learned: Teaching In-Person During the COVID-19 Pandemic

et al. 2021

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For the Fall 2020 semester, the University of New Haven (UNewHaven) joined over a third of colleges and universities across the country in offering in-person courses and reopening its campus. Allowing the campus community to safely return was a challenging endeavor, particularly for those at the University’s School of Health Sciences, which offers both non-clinical and clinical courses. In order to create learning environments that adhered to continuously-changing guidelines, our team at the School of Health Sciences was forced to develop and implement innovative strategies. In this article, we share our experiences in fulfilling our roles as faculty, staff, and students at a School of Health Sciences offering in-person, non-clinical and clinical courses during the COVID-19 pandemic. We reflect upon our challenges and share the lessons learned, which we hope will serve as guidance for our collective community in higher education, including those working within schools of public health and health sciences. Our lessons learned are presented in following three themes: 1) preparation for in-person classes; 2) the emotional state of faculty, staff, and students; and 3) innovative practices. Should colleges and universities ever find themselves in similar, yet unprecedented times, our lessons and recommendations may serve as a starting point to assist them in navigating through such tumultuous moments.

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Teachers' Personal and Collective Work-Identity Predicts Exhaustion and Work Motivation: Mediating Roles of Psychological Job Demands and Resources

Cited by 14 publications

References 151 publications

Emotion and cognition in personal and collective work-identity formation: variable- and person-oriented analyses

Emotion and cognition in personal and collective work-identity formation: variable- and person-oriented analyses

Teacher professional identity

Lessons Learned: Teaching In-Person During the COVID-19 Pandemic

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