University lecturers’ adaptability: examining links with perceived autonomy support, organisational commitment, and psychological wellbeing

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-08-17 DOI:10.1080/10476210.2020.1803822

A. Holliman, A. Revill-Keen, D. Waldeck

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引用次数: 14

Abstract

ABSTRACT In this study, we examined associations between university lecturers’ perceived autonomy support (PAS), adaptability, organisational commitment, and psychological wellbeing. A sample of university lecturers (N = 102) from a single ex-polytechnic higher education institution in the United Kingdom completed validated scales for each construct in the spring term. Inspired by prior work in pre-tertiary education with schoolteachers, a conceptual model of predicted relations was developed and tested using structural equation modelling (SEM). Findings showed that PAS was positively associated with lecturers’ adaptability, organisational commitment, and psychological wellbeing; however, adaptability was unable to influence these outcomes independently of its association with PAS. The findings extend prior work with schoolteachers suggesting that, while adaptability is of importance, its influence may be more salient at pre-tertiary level – where there is typically heightened regulation and lower autonomy – and less salient when autonomy options are wider, as is the case in higher education.

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大学讲师的适应性:研究与感知自治支持、组织承诺和心理健康的联系

摘要在本研究中，我们考察了大学讲师感知的自主支持（PAS）、适应性、组织承诺和心理健康之间的关系。来自英国一所前理工学院高等教育机构的大学讲师样本（N=102）在春季学期完成了每个结构的验证量表。受先前高等教育教师工作的启发，开发了一个预测关系的概念模型，并使用结构方程建模（SEM）进行了测试。研究结果表明，PAS与讲师的适应性、组织承诺和心理健康呈正相关；然而，适应性不能独立于其与PAS的关系而影响这些结果。研究结果扩展了先前对学校教师的研究，表明尽管适应性很重要，但其影响在高等教育中的情况下，在高等教育前阶段可能更为显著，因为高等教育通常有更高的监管和更低的自主权，而在自主权选择更广泛的情况下则不那么显著。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.