{"title":"适应性和学校气候在一年级教师自我认知、课堂关系和职业发展中的作用","authors":"Leigh McLean , Michelle Taylor , Lia Sandilos","doi":"10.1016/j.jsp.2023.04.003","DOIUrl":null,"url":null,"abstract":"<div><p>The teaching career, and especially the transition from pre-service to in-service teaching, is uniquely characterized by change. Adaptability is an internal characteristic that has been shown to benefit teachers and may be especially relevant as they begin developing initial perceptions of themselves as educators, of their relationships with students, and of the teaching career at large. Importantly though, it is likely that the impacts of adaptability depend in part on the broader context. One such contextual factor that is highly relevant to teachers is their school's climate. The present study explored direct and indirect (moderated) relations among first-year teachers' (<em>N</em><span> = 133) adaptability and perceived school climate and their teaching self-efficacy, perceptions of the classroom relational climate, and career optimism. Path analysis revealed positive main effects of adaptability on self-efficacy and perceptions of classroom relational climate, as well as positive main effects of school climate on self-efficacy and career optimism. In addition, an interaction effect was detected whereby relations among adaptability and self-efficacy were strongest among participants who reported high and average levels of school climate. Results can inform future research on teacher adaptability and can also be used to inform interventions and supports provided to new teachers by school psychologists and other school personnel.</span></p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career\",\"authors\":\"Leigh McLean , Michelle Taylor , Lia Sandilos\",\"doi\":\"10.1016/j.jsp.2023.04.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The teaching career, and especially the transition from pre-service to in-service teaching, is uniquely characterized by change. Adaptability is an internal characteristic that has been shown to benefit teachers and may be especially relevant as they begin developing initial perceptions of themselves as educators, of their relationships with students, and of the teaching career at large. Importantly though, it is likely that the impacts of adaptability depend in part on the broader context. One such contextual factor that is highly relevant to teachers is their school's climate. The present study explored direct and indirect (moderated) relations among first-year teachers' (<em>N</em><span> = 133) adaptability and perceived school climate and their teaching self-efficacy, perceptions of the classroom relational climate, and career optimism. Path analysis revealed positive main effects of adaptability on self-efficacy and perceptions of classroom relational climate, as well as positive main effects of school climate on self-efficacy and career optimism. In addition, an interaction effect was detected whereby relations among adaptability and self-efficacy were strongest among participants who reported high and average levels of school climate. Results can inform future research on teacher adaptability and can also be used to inform interventions and supports provided to new teachers by school psychologists and other school personnel.</span></p></div>\",\"PeriodicalId\":48232,\"journal\":{\"name\":\"Journal of School Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S002244052300033X\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S002244052300033X","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career
The teaching career, and especially the transition from pre-service to in-service teaching, is uniquely characterized by change. Adaptability is an internal characteristic that has been shown to benefit teachers and may be especially relevant as they begin developing initial perceptions of themselves as educators, of their relationships with students, and of the teaching career at large. Importantly though, it is likely that the impacts of adaptability depend in part on the broader context. One such contextual factor that is highly relevant to teachers is their school's climate. The present study explored direct and indirect (moderated) relations among first-year teachers' (N = 133) adaptability and perceived school climate and their teaching self-efficacy, perceptions of the classroom relational climate, and career optimism. Path analysis revealed positive main effects of adaptability on self-efficacy and perceptions of classroom relational climate, as well as positive main effects of school climate on self-efficacy and career optimism. In addition, an interaction effect was detected whereby relations among adaptability and self-efficacy were strongest among participants who reported high and average levels of school climate. Results can inform future research on teacher adaptability and can also be used to inform interventions and supports provided to new teachers by school psychologists and other school personnel.
期刊介绍:
The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.