THE MEDIATING EFFECT OF ORGANIZATIONAL COMMITMENT ON THE RELATIONSHIP BETWEEN WORKPLACE RESILIENCE AND TEACHER PROFESSIONAL IDENTITY
DOI:
https://doi.org/10.46827/ejes.v10i6.4865Nøgleord:
education, workplace resilience, teacher professional identity, organizational commitment, teachers, mediating effect, PhilippinesResumé
The purpose of this study was to determine the mediating effect of organizational commitment on the relationship between workplace resilience and teacher professional identity. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents who are public elementary school teachers of the three national high schools in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a very high level of mean score for workplace resilience, a very high level of mean score for teacher professional identity and a high level of organizational commitment. Also, results revealed that there is a significant relationship between workplace resilience and teacher professional identity, a significant relationship between workplace resilience and organizational commitment and a significant relationship between organizational commitment and teacher professional identity. Further, it was revealed that there was full mediation on the effect of organizational commitment on the relationship between workplace resilience and teacher professional identity.
Article visualizations:
Referencer
Andrianto, S., Jianhong, M., Hommey, C., Damayanti, D., & Wahyuni, H. (2018). Re-entry adjustment and job embeddedness: The mediating role of professional identity in Indonesian returnees. Frontiers in Psychology, 9, 792. https://doi.org/10.3389/fpsyg.2018.00792
Avraamidou, L. (2019). Stories we live, identities we build: How are elementary teachers’
science identities shaped by their lived experiences? Cult. Stud. Sci. Educ. 14, 39–59.
Bernaldez, E. A., & Gempes, G. P. (2016). The mediating effect of conflict management styles of school heads on the relationship between ethical climate and organizational commitment among public elementary schools in region XI. International Journal of Management Excellence, 7(1), 743-750. Retrieved from https://www.academia.edu/download/73503631/pdf_46.pdf
Bhatti, M. H., Bhatti, M. H., Akram, M. U., Hashim, M., & Akram, Z. (2016). Relationship between job stress and organizational commitment: An empirical study of banking sector. Journal of Business Management and Economics, 7(1), 29-37. http://dx.doi.org/10.18685/EJBME(7)1_EJBME-15-013.
Blau, P. M. (1964). Exchange and power in social life, Wiley, New York.
Bolívar, A. (2007). La formacion inicial del profesorado de secundaria y su identidad profesional. Estud. Sobre Educ. ESE 12, 13–30.
Bosso, D. (2017). Teacher morale, motivation and professional identity: Insight for educational policymakers from state teachers of the year. Teacher Researcher Policy Paper Series. National Network of State Teachers of the Year.
Brown, S., Gray, D., McHardy, J., & Taylor, K. (2015). Employee trust and workplace performance. Retrieved from https://www.sciencedirect.com/science/article/pii/S0167268115001365
Cambridge Dictionary. (2019a). Calling. Retrieved from https://dictionary.cambridge.org/dictionary/english/calling
Cambridge Dictionary. (2019b). Perspective. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/perspective
Canadian Centre for Occupational Health and Safety (2018). Workplace stress- General. Retrieved from https://www.ccohs.ca/oshanswers/psychosocial/stress.html
Caniels, M. C. J. & Hatak, I. (2022). Employee resilience: Considering both the social side and the economic side of leader-follower exchanges in conjunction with the dark side of followers’ personality, The International Journal of Human Resource Management, 33:2, 297-328, DOI: 10.1080/09585192.2019.1695648
Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., Wnuk, S., (2015). Early career teacher attrition: Intentions of teachers beginning. Teach. Educ. 26(1), 1–16.
Collins. (2019a). Definition of calling. Retrieved from https://www.collinsdictionary.com/dictionary/english/calling
Collins. (2019b). Burnout definition and meaning: Collins English Dictionary. Retrieved from https://www.collinsdictionary.com/dictionary/english/burnout
Cook-Deegan, P. (2016). Seven ways to help high schoolers find purpose. Retrieved from https://webcache.googleusercontent.com/search?q=cache:F81TwaxZoiUJ:https://greatergood.berkeley.edu/article/item/seven_ways_to_help_high_schoolers_find_purpose&cd=19&hl=en&ct=clnk&gl=ph
Craig, H. (2019). Resilience in the workplace: How to be more resilient at work. Retrieved from https://webcache.googleusercontent.com/search?q=cache:6gpI3BP6jH8J:https://positivepsychology.com/resilience-in-the-workplace/+&cd=1&hl=en&ct=clnk&gl=ph
Creswell, J. W. (2014). Research design. qualitative, quantitative and mixed: Methods approaches (2nd ed). London: Sage Publication.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn
from international practice? Eur. J. Teach. Educ. 40 (3), 291–309.
Emotive Brand. (2019). Cooperation vs. collaboration for a meaningful workplace. Retrieved from https://www.emotivebrand.com/cooperation-vs-collaboration-for-a-meaningful-workplace/
Entrepreneur Asia Pacific. (2019). Understanding the other person’s perspective will radically increase your success. Retrieved from https://www.entrepreneur.com/article/275543
Eurydice, (2018). Teaching careers in Europe: Access, progression and support. Publications Office of the European Union, Brussels.
Fierce T. (2019). Different perspectives lead to the best ideas. Here’s why. Retrieved from https://fierceinc.com/blog/different-perspectives-lead-to-the-best-ideas-here-s-why
Gomez, M., Aranda, E., Santos, J. (2017). A competency model for higher education: an assessment based on placements. Stud. High. Educ. 42 (12), 2195–2215.
Green, A. (2015). Teacher induction, identity, and pedagogy: Hearing the voices of mature early career teachers from an industry background. Asia Pac. J. Teach. Educ. 43 (1), 49–60.
Hamid, S. F., Nordin, N., Adnan, A. A., & Sirun, N. (2013). A study on primary school teachers’ organizational commitment and psychological empowerment in the district of Klang. Procedia-Social and Behavioral Sciences, 90, 782-787. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042813020405
Hedges, K. (2015). Competition at work: Positive or positively awful? Retrieved from https://webcache.googleusercontent.com/search?q=cache:rc9SS2zDQEkJ:https://www.forbes.com/sites/work-in-progress/2015/07/08/competition-at-work-positive-or-positively-awful/&cd=1&hl=en&ct=clnk&gl=ph
Henry, A. (2016). Conceptualizing teacher identity as a complex dynamic system: The
inner dynamics of transformations during a practicum. J. Teach. Educ. 40 (3),
–305.E.P. Gracia et al. Heliyon 7 (2021) e0804910
Hopper, E. (2018). The study of authenticity (Positive psychology series #3). Retrieved from https://healthypsych.com/the-study-of-authenticity/
Ivanova, I., & Skara-MincĿne, R. (2016). Development of professional identity during teacher's practice. Procedia-Social and Behavioral Sciences, 232, 529-536. https://doi.org/10.1016/j.sbspro.2016.10.073
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice
teachers’ professional identity. Teach. Teach. Educ. 52, 1–10.
Jain, S., & Kumar, S. (2017). Examining organizational commitment and psychological capital in Indian bank employees. IOSR Journal of Humanities and Social Science, 22(6), 14-22.
Jarrett, C. (2019). How to find your calling, according to Psychology. Retrieved from https://webcache.googleusercontent.com/search?q=cache:FFdZLXvGS4EJ:https://digest.bps.org.uk/2018/11/15/how-to-find-your-calling-according-to-psychology/&cd=1&hl=en&ct=clnk&gl=ph
Joseph, S. (2017). The real deal. Retrieved from https://thepsychologist.bps.org.uk/volume-30/january-2017/real-deal
Karousiou, C., Hajisoteriou, C. & Panayiotis Angelides (2018): Teachers’ professional identity in super-diverse school settings: teachers as agents of intercultural education, Teachers and Teaching, DOI: 10.1080/13540602.2018.1544121
Kapur, R. (2018). Stress management – A case study. Retrieved from https://www.researchgate.net/publication/323825207_Stress_Management_-_A_Case_Study
Leeferink, H., Koopman, M., Beijaard, D., Schellings, G. L. M. (2019). Overarching professional identity themes in student teacher workplace learning. Teach. Teach. 25(1), 69–89.
Lekhetho, M. (2013). The satisfaction of stakeholders with teachers and principals in Lesotho secondary schools. International Journal of Educational Sciences, 5(4), 375-383. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/09751122.2013.11890099
Lenton, A., Slabu, L., Sedikies, C. (2015). State authenticity in everyday life. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/per.2033
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York: Erlbaum.
Merhar, C. (2015). Want increased productivity? Focus on healthy employees. Retrieved from https://webcache.googleusercontent.com/search?q=cache:RJO90d4f1AcJ:https://www.peoplekeep.com/blog/increased-productivity-and-healthy-employees&cd=14&hl=en&ct=clnk&gl=ph
Meyer, J. P., Stanley, D. J., Jackson, T. A., McInnis, K. J., Maltin, E. R., & Sheppard, L. (2012). Affective, normative, and continuance commitment levels across cultures: A meta-analysis. Journal of Vocational Behavior, 80(2), 225–245. https://doi.org/10.1016/j.jvb.2011.09.005
Pilon, A. (2015). How to stay healthy at work: Employees, owners, freelancers. Retrieved from https://webcache.googleusercontent.com/search?q=cache:seiopGCcMfsJ:https://smallbiztrends.com/2015/12/how-to-stay-healthy-at-work.html&cd=1&hl=en&ct=clnk&gl=ph
Polat, D. D., & İskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13. https://doi.org/10.17220/ijpes.2018.03.001
Polidore, E. (2004). The teaching experiences of Lucille Bradley, Maudester Hicks, and Algeno McPherson before, during, and after desegregation in the rural south: A theoretical model of adult resilience among three African American female educators (Doctoral dissertation, Sam Houston State University, 2004). Dissertation Abstracts International, 65, (08), 2924A. Retrieved from https://www.researchgate.net/publication/289188248_The_Power_of_Resilience_A_Theoretical_Model_to_Empower_Encourage_and_Retain_Teachers
Positive Psychology Program. (2019). Resilience theory: What research articles in Psychology teaches us. Retrieved from https://positivepsychologyprogram.com/resilience-theory/
Quick Base. (2013). Cooperative & productivity. Retrieved from https://www.quickbase.com/blog/6-ways-to-improve-employee-cooperation-productivity
Raziq, A., & Maulabakhsh, R. (2015). Impact of working environment on job satisfaction. Procedia Economics and Finance, 23, 717-725. https://doi.org/10.1016/S2212-5671(15)00524-9.
Rodrigues, F., Mogarro, M. J. (2019). Student teachers’ professional identity: a review of research contributions. Educ. Res. Rev. 28.
Salkind, N., Jr. (2007). Encyclopedia of measurements and statistics. https://dx/doi.org/10.4135/97814129526644.n439.
Saravanan, P., & Vasumathi, A. (2015). The impact of demographic profile on strategic HRM practices and its challenges faced by HR managers in IT firm, India: An Empirical Study. International Journal of Economics and Management Engineering, 9(9), 3214-3223.
Saravanan, S., Balasubramanian, P., & Chandar Rao, S. S. (2012). Job satisfaction among Librarians in Tirunelveli District, Tamil Nadu: A Study. Asian Journal of Information Science & Technology (AJIST), 2(1). Retrieved from https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=22316108&AN=77464665&h=QRpwQE7Lyc%2F4fKEEaODosd8woVa7BgtccC3qVsKnEnSjN8KEl4VbnOH0hOmDMJDKTlWITaLO5zS%2BtWgfc2JYYQ%3D%3D&crl=c
Scott, E. (2019). 9 tips for how you can better handle stress at work. Retrieved from https://www.verywellmind.com/how-to-deal-with-stress-at-work-3145273
Sedivy-Benton, A. L., Leland, K. M., & Pinneo, L. A. (2018). Woman in the mirror: Making the change, professional identity development in K-20 teachers. Adult Higher Education Alliance.
Segal, J. (2019). Stress in the workplace. Retrieved from https://www.helpguide.org/articles/stress/stress-in-the-workplace.htm
Seppala, E., & Cameron, K. (2017). Proof that positive work cultures are more productive. Retrieved from https://webcache.googleusercontent.com/search?q=cache:ihRi2mI7enEJ:https://hbr.org/2015/12/proof-that-positive-work-cultures-are-more-productive&cd=1&hl=en&ct=clnk&gl=ph
Serrat, O. (2017). Building networks of practice. In Knowledge Solutions (pp. 859-864). Springer, Singapore.
Sestito, L. A., Sica, L. S., Ragozini, G., Porfeli, E., Weisblat, G., & Di Palma, T. (2015). Vocational and overall identity: A person-centered approach in Italian university students. Journal of Vocational Behavior, 91, 157-169. https://doi.org/10.1016/j.jvb.2015.10.001
Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019). Reflection, resilience and role stress among Iranian EFL teachers: A mixed methods study. Issues in Language Teaching, 8(2), 1-24. https://doi.org/10.22054/ilt.2020.48955.448
Stephanie, E. (2003). Slovin's formula sampling techniques. Houghton-Mifflin, New York, USA
Tajfel, H. (1978). The achievement of inter-group differentiation. In H. Tajfel (Ed.), Differentiation between social groups (pp. 77–100). London: Academic Press.
Titu, P. (2019). Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice (Doctoral dissertation, University of Minnesota). Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/209009/Titu_umn_0130E_20705.pdf?isAllowed=y&sequence=1
Watkins, M. (2017). Who Am I? Why Am I Here? Teachers Losing Their Professional Identity and Commitment During Challenging Times. In: Papers from the Education Doctoral Research Conference. University of Birmingham. https://eprints.worc.ac.uk/id/eprint/5423
Winbolt, B. (2016). 9 ways to improve your resilience at work. Retrieved from https://www.barrywinbolt.com/resilience-at-work/
Yuan, R., Liu, W., Lee, I., (2019). Confrontation, negotiation and agency: Exploring the
inner dynamics of student teacher identity transformation during teaching practicum. Teach. Teach.
Zubareva, N., Kapustina, V., & Matyushina, M. (2019). A professional identity and resilience of students. In SHS Web of Conferences (Vol. 69, p. 00143). EDP Sciences. Retrieved from https://www.shs-conferences.org/articles/shsconf/pdf/2019/10/shsconf_cildiah2019_00143.pdf
Downloads
Publiceret
Nummer
Sektion
Licens
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
