Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers

被引：33
|
作者：
Cao, Chun [1 ]
Shang, Liang [2 ]
Meng, Qian [3 ]
机构：
[1] Northeast Normal Univ, 5268 Renmin St, Changchun, Peoples R China
[2] Jilin Univ, 2699 Qianjin St, Changchun, Peoples R China
[3] Changchun Univ Sci & Technol, 7186 Weixing Rd, Changchun, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2020年 / 89卷
关键词：
University teacher; Teaching-research conflict; Teacher self-efficacy; Job insecurity; Emotional exhaustion; Teaching motivation; Innovative teaching; WORK-FAMILY CONFLICT; SELF-EFFICACY; EMOTIONAL EXHAUSTION; NEED SATISFACTION; SCHOOL CONTEXT; INSECURITY; STRESS; PERFORMANCE; MEDIATION; BEHAVIOR;
D O I：
10.1016/j.tate.2019.103009
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study proposed a conceptual model examining innovative teaching as the outcome. The model included both dual processes (the health impairment and motivation processes) and mediation and moderation perspectives. Results from testing the model among university teachers indicated that teaching-research conflict (job demands) positively predicted exhaustion. Teacher self-efficacy (personal resources) negatively predicted exhaustion and indirectly related to innovative teaching via teaching motivation. Job insecurity was revealed as a moderator that strengthened the positive relationship between teaching-research conflict and exhaustion, and weakened the negative relationship between teaching-research conflict and teaching motivation and the positive relationship between teacher self-efficacy and teaching motivation. (C) 2019 Elsevier Ltd. All rights reserved.
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页数：10
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