Zhang Z, Lee JCK, Yin H, Yang X.
Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment.
Front Psychol 2023;
13:1042798. [PMID:
36687968 PMCID:
PMC9846613 DOI:
10.3389/fpsyg.2022.1042798]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 12/09/2022] [Indexed: 01/06/2023] Open
Abstract
Introduction
Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers' organizational commitment.
Method
The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data.
Results
The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers' organizational commitment.
Discussion
Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers' collective efficacy beliefs if it is wished to enhance teachers' commitment to schools.
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