10. Teacher Education Research
Paper
The Vicissitudes of Teacher Agency: A Psychosocial Reading
Aileen Kennedy1, Matthew Clarke2
1University of Glasgow, United Kingdom; 2University of Aberdeen, United Kingdom
Presenting Author: Kennedy, Aileen
Teacher agency has become an increasingly common focus for research across Europe in the past 10 years (Cong-Lem, 2021; Deschêne & Parent, 2022) where it is viewed as ‘an influential factor for teacher professional learning, school improvement and sustainable educational change’ (Cong-Lem, 2021, p. 718). It is considered as a desirable and potentially powerful means of teachers working to improve the educational experiences of typically underserved communities; such contexts can be extremely demanding, contributing to teacher stress, burnout and high staff turnover (Hargreaves & Fullan, 2020; Santoro, 2018).
Teacher agency is almost unilaterally positioned as a ‘good thing’, or a desirable state: something to be ‘achieved’ (Rushton & Bird, 2023). We contend that agency is not necessarily in and of itself a ‘good thing’, or at least, that this has not been sufficiently justified in the literature to-date. This paper therefore seeks to foreground a more nuanced and multifaceted view of agency than is typically found in the literature on teachers and teacher education with a view to more accurately encompassing the various ways in which teachers enact (rather than achieve) agency. We offer an alternative and more encompassing means of understanding how teacher agency might be exercised in the lives of teachers committed to working in underserved communities in this age of uncertainty. This conceptualisation offers the possibility of understanding all presentations of teacher agency rather than valorising only the agentic action that is seen to contribute directly and positively to educational change.
Teacher agency is most commonly viewed through an ‘ecological’ perspective (Priestley et al, 2015) which derives from sociocultural thinking. In contrast, and to counter this tendency towards a singular or monolithic view of teacher agency, we locate our paper within a psychosocial approach that draws on sociology, critical and poststructural theories and Freudian and Lacanian psychoanalytic theory (Frosh, 2010, Lacan, 2007, Verhaeghe, 1995). We are interested in the tension between discourses presenting teachers as heroic agents of individual emancipation and social transformation, such as those found in recruitment campaigns and Hollywood films, and the erosion of spaces for professional agency brought about by the dominance of discourses and practices of standards and accountability in schools. In order to explore these tensions, we draw on the conceptual resources of Lacanian discourse theory and particularly on recent work in this field articulating agency as something manifesting in multiple modalities (Bunn et al., 2022). Bunn, et al. (ibid.) present a study of students’ learning journeys in higher education, and drawing on Lacan’s (2007) four discourses (the master, the university, the hysteric and the analyst), they identify four modes of agency being exercised, namely subservient, subsistence, subliminal and sublime. The students in the study do not, however, only demonstrate one mode of agency, rather they demonstrate major and minor tendencies towards different modes, evident in different contexts at different points in their ‘journeys’.
This paper explicates this conceptualisation of agency with reference to the experiences of early career teachers who have committed explicitly to wanting to teach in typically underserved communities. We explore how this conceptualisation might help us to understand where and how these early career teachers exercise different modes of agency. In so doing, we seek to normalise a range of agentic behaviours rather than support a discourse which valorises the narrative of the heroic teacher, or ‘teacher as agent of change’ (Rushton & Bird, 2023, p. 3).
Methodology, Methods, Research Instruments or Sources UsedThe paper is conceptually driven in the first instance, although we then test our thinking out on interview data. We were driven by an initial research aim to investigate how early career teachers committed to working in underserved communities managed the emotional, practical and educational challenges associated with working in what are often described as ‘high needs’ contexts.
We engaged in dialogue as method. The argument presented here was developed over a series of dialogues between the authors, interspersed with reading and writing. These dialogues were intentionally aimed at knowledge creation rather than simply knowledge depositing or sharing. As Freire (1970) put it, ‘dialogue is the encounter between men [sic], mediated by the world, in order to name the world’ (p. 69). Dialogue, in Freirean terms, is an ethical practice; it requires mutual respect and humility. We worked with openness to different theoretical perspectives, constantly testing out our thinking on real world context, offering tentative explanations and prompting each other to share and interrogate our own thinking.
Our reading of Bunn et al. (2022) turned out to be a pivotal point and we began to explore their conceptualisation of modes of agency in relation to the existing literature on teacher agency. We developed a clear sense that their conceptualisation could be applicable to teacher agency, and more importantly, that it might offer a more expansive and authentic way of understanding the different ways in which early career teachers were able to exercise agency in what were often quite challenging and restrictive contexts. The capacity to use this conceptualisation in relation to teachers was attractive and we then sought to investigate how we could apply it to interview data with early career teachers.
Interview participants were early career teachers who had graduated from an initial teacher education programme explicitly designed to provide teachers for underserved communities. The programme was an innovative two-year Masters-level initial teacher education programme, underpinned by an explicit social justice philosophy, that acknowledges that ‘preparing teachers is a necessarily and thoroughly political and ideological [process]’ (Beyer & Zeichner, 1987, p. 299). Interview data from 11 graduates, then in their third or fourth year of teaching, were analysed deductively to identify examples of each of Bunn et al’s (2022) four modalities of agency.
Conclusions, Expected Outcomes or FindingsThrough a review of existing literature on teacher agency, the paper reveals a tendency tin the existing literature to view teacher agency from a sociocultural perspective, positioning it as a wholly desirable phenomenon. While a majority of literature supports Priestley et al’s (2015) view of agency as ‘ecological’, i.e. as a phenomenon that is enacted within a particular context, rather than an innate capacity that teachers possess, there is confusion around whether this is something to be ‘achieved’ or whether it implies a constant state of emergence. The literature also reveals an almost wholly positive orientation towards teacher agency, positioning agentic teachers within a heroic narrative. Using Bunn et al’s (2022) four modes of agency as a deductive analytical construct for the graduate interviews reveals that while all 11 demonstrated examples of more than one mode of agency, they had different profiles in terms of the selection of modes of agency shared in the interview conversation. We contend that all four modes of teacher agency are important in understanding how teachers negotiate their professional lives, particularly in meeting the demands of working in high-needs contexts.
Our theorisation offers several advantages. First, it supports, through application to empirical data, the view of discourse as a form of social link and hence sees agency as a socially situated phenomenon, rather than as a personal attribute. Second, and perhaps more uniquely, it enables us to go beyond reading agency in dualistic terms and instead to see it as adopting multiple modalities within the affordances and constraints of particular discourses. This reading, we argue, provides a more complete understanding of the various ways in which teacher agency can be enacted.
ReferencesBeyer, L. & Zeichner, K. (1987). Teacher education in cultural context: Beyond reproduction. In T. Pokewitz (Ed.), Critical studies in teacher education: Its folklore, theory, and practice (pp. 2980334). Falmer.
Bunn, G., Langer, S., & Fellows, N. K. (2022). Student subjectivity in the marketised university. Frontiers in Psychology, 12, 1-9.
Frosh, S. (2010) Psychoanalysis outside the Clinic: Interventions in Psychosocial Studies. London: Palgrave.
Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers' work. Journal of Professional Capital and Community.
Lacan, J. (2007). The seminar of Jacques Lacan, Book XVII: The other side of psychoanalysis, 1969-1970 (R.Grigg, Trans.). New York.
Priestley, M., Biesta, G. & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Publishing.
Rushton, E. A. C. & Bird, A. (2023). Space as a lens for teacher agency: A case study of three beginning teachers in England, UK. The Curriculum Journal, n/a(n/a). https://doi.org/10.1002/curj.224
Santoro, D. A. (2018). Demoralized: Why teachers leave the profession they love and how they can stay. Cambridge, MA: Harvard Education Press.
Verhaeghe, P. (1995). From impossibility to inability: Lacan’s theory on the four discourses. The Letter: Lacanian Perspectives on Psychoanalysis, 3, 76-99.
10. Teacher Education Research
Paper
Sustainability and the role of Teacher Educators
Ann-Kathrin Dittrich1, Lucas Weinberg1, Evi Agostini2, Irma Eloff3, Kgadi Mathabathe3
1University Innsbruck, Austria; 2University Vienna, Austria; 3University Pretoria, South Africa
Presenting Author: Dittrich, Ann-Kathrin
The 21st century is characterised by uncertainty. The world is facing different social, political and economic crises such as inequality, instability, climate change, diseases and pandemics, which means that humanity has to face new global challenges that significantly affect our existence and development (Worldwatch Institute, 2016). Agenda 2030, developed by UN, serves as a guideline for responding to global developments and aims to leave no one behind. Within this framework, the UN agreed on 17 Sustainable Development Goals (SDGs), which aim is to ensure prosperity and well-being for all, to strengthen peace and to protect our planet (UNESCO, 2017). To achieve these objectives, Education has immense significance in the context of Agenda 2030: on the one hand, it is defined as an explicit goal (SDG4), on the other education is seen as a key instrument and resource for a comprehensive implementation of Agenda 2030 (UNESCO, 2017; Ferrer-Estévez & Chalmeta, 2021).
Teacher Educators plays a crucial role in supporting the global agenda for sustainability. They can be described as key actors in formal education who can bring about a change in behaviour towards sustainability and must provide pre-service teachers with the tools and skills to achieve transformation process (Anderson, 2017). Also Cramer et al. (2020) or Darling- Hammond (2006) point out the influence of teachers’ knowledge of students learning outcomes.
Since the early 1990s, increasing attention has been paid to the crucial role of teacher educators in educational practice as well as their research and policy (Koster, Brekelmans, Korthagen & Wubbels, 2005). However, they are still described as a “hidden profession” (Murray, 2011). There is very little scientific evidence on teacher educator knowledge and how they act in teaching situations (Schratz, 2012). The impact of teacher educators on the professionalism of future teachers and therefor also on the curricular priorities will shape learning in classrooms for decades. Having the SDGs in mind, it is inevitable to promote teacher educators’ professional awareness and identity, it to strengthen their different competences (knowledge, abilities, values) and their teaching practices. A crucial factor for the implementation of the SDGs in teaching is the attitude and self-efficacy of individuals (Knoll et al., 2005). The educators own understanding of what they are doing influences the values they pass on to those they teach. Recent studies (García-Rico et al., 2021) have shown the potential for strengthening teachers’ knowledge, understanding, sensitivity and bias towards sustainability. The role of teachers therefore strongly influences the extent to which pupils are confronted with the transformation processes and development towards sustainability the SDGs are aiming for (UNESCO, 2017).
This paper discusses findings from an international project between South Africa and Austria, funded from OeAD (2023-2025) which aims to get a deeper theoretical understanding of teachers educators’ professionalism in relation to sustainability. Initial, emergent findings from the data collection will be presented. The focus of the paper will be on the following questions:
- How do teacher educators define their professional role regarding Agenda 2030?
- How do teacher educators consider the SDGs in their teaching?
The rationale of the project is the assumption that an expansion of the critical mass of teacher educators who contribute to knowledge development relating to the Sustainable Development Goals as part of global teacher education, can serve as a key strategy to accelerate the achievement of the global goals as presented in Agenda 2030.
Methodology, Methods, Research Instruments or Sources UsedThe study adopts a mixed-methods research methodology (Creswell & Plano Clark, 2017). It utilises a combination of qualitative with semi-structured interviews as well as quantitative data collection instruments such as questionnaires. The two data collection strategies complement each other in terms of achieving the research objective to get insights into teacher educators professional understanding towards the SDGs.
In order to collect data on perceptions, constructs, beliefs and practices on and in the context of the SDGs, 10 qualitative in-depth and semi-structured interviews with teacher educators in Austria and South Africa will be conducted (Aschermann et al., 1991). The focus is on the thoughts and concepts of the individually interviewed participants and their awareness as well as their actions in the classroom settings. The data collected is evaluated by using grounded theory. The qualitative-reconstructive research method and the grounded theory evaluation method ideally complement each other due to the common goal of the hypothesis-generating procedure of the research process (Glaser & Strauss, 1967).
With the quantitative method (Maree & Pietersen, 2019), a larger sample focus than the Austrian and South African population and a more international perspective can be achieved. Here around 200 teacher educators worldwide will be part of the research. The subsequent qualitative research method makes it possible to go in depth and examine individuals in terms of their knowledge, attitudes and behaviour. The questionnaire will be piloted with a group of teacher educators, and checked for validity and reliability (Maree & Pietersen, 2019). Snowball sampling (Naderifar, Goli & Ghaljaei, 2017) will be used by activating the existing network of teacher educators in the project. The quantitative data will be analysed by identifying trends, patterns and correlations through descriptive and inferential statistics (Maree & Pietersen, 2019).
Conclusions, Expected Outcomes or FindingsThe project commenced in October 2023. The quantitative and qualitative data for data collection will start in February 2024. The paper will therefore report on the first initial results and findings emanating from the data collection. It is assumed within the study that professional understanding depends on personal understanding. At the moment knowledge creation in this specific field is limited and the study seeks to contribute to understandings of common patterns and socio-demographic differences and similarities between teacher educators in diverse contexts. Previous work within the research group have indicated teacher trainers have a wide range of knowledge about sustainability, but limited knowledge about the SDGs specifically. Concomitantly, the research group identified a certain degree of uncertainty about the role and tasks of teacher trainers in the area of sustainability.. Nevertheless, teacher educators have a substantive influence on students' knowledge and attitudes, so sustainability awareness and explicit knowledge in this field are crucial to promote students ability for life long learning. Prospective teachers wield power over the future of education and the transmission of key skills and competences. Therefore, studying teacher educators’ understanding of their individual professionalisation and behaviour is of paramount importance.
ReferencesAnderson K. (2017). Starting pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environmental Education Research, 23 (3), 436-449.
Aschermann, E., Mantwill, M., & Köhnken, G. (1991). An independent replication of the effectiveness of the cognitive interview. Applied Cognitive Psychology, 5(6), 489-495. https://doi.org/10.1002/acp.2350050604
Cramer, C., König, J., Rothland, M., and Blömeke, S. (Eds.). (2020). Handbuch Lehrerinnen- und Lehrerbildung. Bad Heilbrunn/Stuttgart: Julius Klinkhardt/UTB.
Cresswell, J. W. & Plano Clark, V. L. (2017). Designing and conducting mixed methods research, (3rd Ed.), Los Angeles, LA: Sage Publications Inc.
Darling-Hammond, L. (2006). Constructing 21st-Century teacher education. Journal for Teacher Education, Vol. 57, pp. 300-314.
Ferer-Estévez, M. and Chalmeta, R. (2021). Integrating Sustainable Development Goals in educational institutions. The international Journal of Management Education, Vol. 19, pp. 1-19.
García-Rico, L., Martínez-Muñoz, L .F., Santos-Pastor, M. L., & Chiva- Bartoll, O. (2021). "Service-learning in physical education teacher education: a pedagogical model towards sustainable development goals", International Journal of Sustainability in Higher Education, 22(4), 747-765. https://doi.org/10.1108/IJSHE-09-2020-0325
Glaser, B., and Strauss, A. (1967). The Discovery of Grounded Theory. Strategies for Qualitative Research, New York, Aldine.
Koster, Bob; Brekelmans, M. Korthagen, F. & Wubbels, F. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157-176.
Knoll, N., Scholz, U., & Rieckann, N. (2005). Einführung in die Gesundheitspsychologie. Reinhard: München.
Maree, K. (Ed) (2016). First Steps in Research (2nd ed). Braamfontein: Van Schaik Publishers.
Murray J. (2011). The Important Role of Higher Education in Teacher Education. Presentation at the Teacher Education Advancement Network (TEAN) Conference, Manchester, 20 May 2011.
Naderifar, M., Goli, H. & Ghaljaei, F. (2017). Snowball sampling: a purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14(3), DOI; 10.5812/sdme.67670
Schratz, M., J. F. Schwarz, and T. Westfall-Greiter (2012). Looking at two sides of the same coin: phenomenologically oriented vignette research and its implications for teaching and learning”. Studia paedagogica, Vol. 18 No. 4, pp. 57–73. http://dx.doi.org/10.5817/SP2013-4-4
UNESCO (2017). UNESCO moving toward the 2030 Agenda for Sustainable Development. Paris: UNESCO.
Worldwatch Institute (2016). State of the world 2016. Island Press/Center for Resource Economics.
10. Teacher Education Research
Paper
How Does Collaboration Promote Teachers’ Basic Need Satisfaction: The Mediating Role of Job Crafting
Yvonne Xianhan Huang1, Shiyu Zhang2, Chan Wang3, Mingyao Sun2, Wen Shao2
1The Education University of Hong Kong; 2The University of Hong Kong; 3The Chinese University of Hong Kong
Presenting Author: Huang, Yvonne Xianhan;
Zhang, Shiyu
Research has consistently demonstrated the critical role of teachers' basic need satisfaction (BNS) in both teaching and learning (for teaching, see Moè & Katz, 2021; for learning, see Poulou, 2020). Consequently, enhancing BNS has emerged as a key issue within teacher education (Slemp et al., 2020). Self-determination theory posits that social support, such as collaboration, can bolster BNS, a notion supported by empirical findings (Deci et al., 2017). However, the ways in which collaboration may differentially influence various types of teachers' BNS remains understudied, despite the potential to enrich our understanding of BNS and inform educational programme design.
To address this research gap, we draw upon job crafting theory and self-determination theory to explore the potential role of job crafting in the relationship between collaboration and teachers' BNS. Job crafting theory suggests that individuals can 'shape, mould, and redefine their jobs' (Wrzesniewski & Dutton, 2001, p. 180), thereby fulfilling their needs (Bakker et al., 2023). Considering that job crafting behaviour is heavily influenced by colleague interaction (Demerouti & Peeters, 2018;), we hypothesise that job crafting behaviour mediates the relationships between collaboration and different types of teachers' BNS.
In this study, we examine the relationships between collaboration and three types of teachers' BNS, before investigating how various forms of job crafting behaviour mediate these relationships.
Theoretical Framework
Self-determination theory proposes that individuals inherently strive to fulfil three fundamental psychological needs – autonomy, competence, and relatedness – when engaging in purposeful actions (Deci et al., 2017). Each of the three needs plays a unique role in shaping individuals' experiences and actions (Deci & Ryan, 2000, 2017). Currently, studies investigating the antecedent mechanisms of BNS typically combine the three types (Deci et al., 2017). However, a review of 99 studies by Van den Broeck and colleagues (2016) highlighted a gap in knowledge regarding the potentially distinct antecedent mechanisms of each basic need.
Job crafting is defined as individuals’ self-initiated behaviour of changing their job content and scope to match their needs or competence (Tims et al., 2012). There are five general types of teachers’ job crafting: increasing structural job resources, increasing social job resources, increasing challenging job demands, optimising job demands, and decreasing hindering job demands (Huang et al., 2022; Demerouti & Peeters, 2018; Tims et al., 2021). Job crafting theory posits that through different types of job crafting, individuals can establish a sense of control, meaningfulness, social connection, and positive self-image at work (Wrzeniewski & Dutton, 2001), suggesting a potential impact of job crafting on teachers’ BNS.
Job crafting theory argues that promotion-oriented job crafting, which involves increasing structural and social job resources and increasing challenging job demands, can boost individuals’ work volition, variety of skills, and collegial relationships (Lichtenthaler & Fischbach, 2019) and thereby contribute to their BNS (Wrzesniewski & Dutton, 2001). Teachers’ BNS can benefit from optimising job demands and work procedures, allowing them to save time and effort by exploring their preferred ways to perform tasks and thereby satisfy their BNS (for competence, see Poulsen & Poulsen, 2018; for autonomy, see Bruning & Campion, 2018; for relatedness, see Huang et al., 2022). Decreasing hindering job demands behaviour, which normally involves addressing negative emotions (Crawford et al., 2010) or insufficient work motivation (Lichtenthaler & Fischbach, 2016), might constrain teachers’ BNS (for competence, see Rudolph et al., 2017; for autonomy, see Toyama, 2022; for relatedness, see Vansteenkiste et al., 2020).
Methodology, Methods, Research Instruments or Sources UsedThis study was conducted in southwest China. The third author sent an online weblink including a consent form and questionnaire to potential participants through WeChat. 1,954 teacher submitted their responses.
A 5-point Likert scale measured variables in the study. Six items from the revised School Level Environment Questionnaire (Johnson et al., 2007) were used to measure teacher collaboration. Subscales for the four types of job crafting – increasing structural job resources, increasing social job resources, increasing challenging job demands, and decreasing hindering job demands – were adapted from the job crafting scale (Tims et al., 2012). Optimising job demands behaviour was assessed using the five-item scale developed by Demerouti and Peeters (2018). The 23-item scale adapted by Klassen et al. (2012) was used to assess teachers’ BNS.
A confirmatory factor analysis (CFA) was conducted to test the factor construct validity of the variables. We adopted a latent variable model with a first-order factor containing all the measurements as indicators to detect common method variance CMV (Podsakoff et al., 2003). We used regression to examine the impact of teachers’ demographic features on job crafting and BNS and controlled the identified significant demographic variables in the subsequent analysis. Following that we built a measurement model encompassing all nine variables. Structural equation modelling (SEM) was carried out with the maximum likelihood (ML) estimation to test the hypothesised model. Bootstrapping with 2,000 samples was used to verify the mediation effect. The statistical analyses were conducted in SPSS 26.0 and Mplus 8.3.
The measurement model yielded a good model fit (χ2 = 6701.494, df = 950, CFI = .923, TLI = .916, RMSEA = .056, SRMR = .053). Based on the regression analysis results, teachers’ gender and teaching experience were controlled in subsequent analyses. The SEM also showed acceptable results (χ2 = 6906.422, df = 1026, CFI = .921, TLI = .914, RMSEA = .054, SRMR = .052).
The bootstrapping analysis confirmed the proposed mediating role of job crafting in the influence of collaboration on the three types of teachers’ BNS. The mediating effects of the five types of job crafting varied, indicating different antecedent mechanisms of the three types of BNS. Increasing structural job resources was the only mediator of the link to relatedness need satisfaction, and the other four job crafting behaviours mediated the link to autonomy need satisfaction. Increasing structural job resources and the two demand-crafting behaviours were significant mediators for competence need satisfaction.
Conclusions, Expected Outcomes or Findings1. Teacher collaboration had varying degrees of influence on teachers’ three types of BNS
This study shows that teacher collaboration has a direct effect on the need satisfaction of autonomy and relatedness but not on competence. This finding is interesting because the close link between teacher collaboration and professional competence has been taken for granted in previous studies (Vangrieken et al., 2017). Notably, this study reports that without arousing teachers’ proactive behaviour, such as job crafting, collaboration activities are unlikely to increase teachers’ satisfaction with their own professional competence.
2. The different antecedent mechanisms of the three types of BNS are revealed through the mediating roles of five types of teachers’ job crafting.
Regarding teachers’ autonomy need satisfaction, this study found that seeking comments from mentors and supervisors, namely increasing social structural resources, is a supportive factor. The three job-demand crafting behaviours were differently related to teachers’ autonomy need satisfaction. Increasing challenging job demands and optimising job demands can support teachers’ autonomy development by providing them with more opportunities to make decisions and saving them time and effort to focus more on educational topics of interest. In contrast, decreasing hindering job demands behaviour was confirmed as detrimental to teachers’ autonomy need satisfaction.
For the competence need satisfaction of teachers, teachers’ job crafting behaviour plays a full mediating role in the impact of teacher collaboration. Of the five types of job crafting, two demand-crafting behaviours, namely increasing challenges and optimising job demands, are especially important.
Only increasing structural job resources was closely connected with the satisfaction of relatedness. To increase job resources, teachers normally participate in formal or informal learning activities that provide a better understanding of their colleagues and students. This knowledge helps teachers to construct good relationships or networks.
ReferencesReferences (abridged)
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 25–53.
Bruning, P. F., & Campion, M. A. (2018). A role–resource approach–avoidance model of job crafting: A multimethod integration and extension of job crafting theory. Academy of Management Journal, 61(2), 499–522.
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19–43.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Demerouti, E., & Peeters, M. C. (2018). Transmission of reduction‐oriented crafting among colleagues: A diary study on the moderating role of working conditions. Journal of Occupational and Organizational Psychology, 91(2), 209–234.
Lichtenthaler, P. W., & Fischbach, A. (2019). A meta-analysis on promotion- and prevention-focused job crafting. European Journal of Work and Organizational Psychology, 28(1), 30–50.
Moè, A., & Katz, I. (2021). Emotion regulation and need satisfaction shape a motivating teaching style. Teachers and Teaching, 27(5), 370-387.
Poulou, M. S. (2020). Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being. School Psychology International, 41(6), 499–521.
Rudolph, C. W., Katz, I. M., Lavigne, K. N., & Zacher, H. (2017). Job crafting: A meta-analysis of relationships with individual differences, job characteristics, and work outcomes. Journal of Vocational Behavior, 102, 112–138.
Slemp, G. R., Field, J. G., & Cho, A. S. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121, 103459.
Tims, M., Bakker, A. B., & Derks, D. (2012). Development and validation of the job crafting scale. Journal of Vocational Behavior, 80(1), 173–186.
Tims, M., Twemlow, M., & Man, F. C. Y. (2021). A state-of-the-art overview of job-crafting research: Current trends and future research directions. Career Development International, 27(1), 54–78.
Van den Broeck, A., Ferris, D. L., Chang, C.-H., & Rosen, C. C. (2016). A review of self-determination theory’s basic psychological needs at work. Journal of Management, 42(5), 1195–1229.
Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review, 26(2), 179–201.
|
