Teachers' commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong
Abstract
Despite ample research on commitment in industrial settings, there has been no systematic attempt to investigate outcomes associated with teacher commitment. Therefore, the aim of this study was to examine the relationship between teacher commitment and psychological well-being in the work place using questionnaires. Hong Kong teachers (N = 857) participated. Hierarchical regression analyses were used to investigate how the three aspects of commitment pertaining to the organisation and occupation predicted relevant outcomes. Results showed that affective and normative commitment positively predicted psychological well-being in the work place: interpersonal fit at work, thriving at work, feeling of competency, perceived recognition at work, desire for involvement at work and job satisfaction. Continuance commitment was a negative predictor of some outcomes. Results of the current study provide support to Meyer’s 3 × 2 factor model of commitment. Findings are discussed in relation to the situation of teachers in the Hong Kong context.
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In McInerney and colleagues' (2015) study, different forms of commitment correlated differently with positive teacher well-being dimensions.
“in McInerney and colleagues' (2015) study, different forms of commitment correlated differently with positive TWB dimensions.”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as McInerney et al., 2015
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References 76 · Cited by 105
- Authors
- McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J. S., & Marsh, H. W.
- Affiliations
- Education University of Hong Kong (HK)
- City University of Hong Kong (HK)
- Nanyang Technological University (SG)
- Australian Catholic University (AU)
- Corresponding author
- McInerney, Dennis M.
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2014-03-13
- Volume
- 35
- Issue
- 8
- Pages
- 926-945
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2034005767
- Cited by
- 105
- References
- 76
- Citations by year
- 2026: 3 · 2025: 10 · 2024: 18 · 2023: 11 · 2022: 10 · 2021: 9 · 2020: 11 · 2019: 5 · 2018: 11 · 2017: 5 · 2016: 5 · 2015: 6 · 2014: 1
- FWCI
- 12.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Hong Kong Education Bibliographic Database (submittedVersion)
- Topics
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher commitment, psychological well-being, affective commitment, normative commitment, continuance commitment, job satisfaction, perceived recognition, Hong Kong teachers
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