Cover Image

The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators

Previous research demonstrates a wide range of empirical evidences, which leads to teacher effectiveness, pointing towards the contribution of psychological and organizational factors, but mostly conducted separately. The main objective of this study is to test a structural model with teacher self-e...

Full description

Saved in:
Bibliographic Details
Main Author: Abubakar, Al Munnir
Format: Thesis
Language:English
English
Published: 2022
Subjects:
LB2801-3095 School administration and organization
HD58.9 Organizational Effectiveness.
LB1050.9-1091 Educational psychology
Online Access:https://etd.uum.edu.my/9821/1/permission%20to%20deposit-901550.pdf
https://etd.uum.edu.my/9821/2/s901550_01.pdf
https://etd.uum.edu.my/9821/
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.uum.etd.9821
record_format eprints
spelling my.uum.etd.98212022-09-07T07:32:49Z https://etd.uum.edu.my/9821/ The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators Abubakar, Al Munnir LB2801-3095 School administration and organization HD58.9 Organizational Effectiveness. LB1050.9-1091 Educational psychology Previous research demonstrates a wide range of empirical evidences, which leads to teacher effectiveness, pointing towards the contribution of psychological and organizational factors, but mostly conducted separately. The main objective of this study is to test a structural model with teacher self-efficacy and resilience as proposed mediators in the relationship between teacher wellbeing, professional development, perceived organizational support and effectiveness. This study employed a quantitative research method, which includes structural equation model testing. Data were gathered using cross-section approach, from 380 teachers of the secondary schools in Bauchi State, Nigeria. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to test the hypotheses and the proposed model. The findings indicated that teacher wellbeing directly predicted teacher resilience, self-efficacy and teacher effectiveness; perceived organizational support directly predicted teacher resilience, self-efficacy and effectiveness; while teacher professional development only significantly and directly predicted teacher resilience, but did not predict teacher self-efficacy and effectiveness. It was also found that teacher resilience mediates the relationship between perceived organizational support and teacher effectiveness; and between teacher wellbeing and teacher effectiveness. However, teacher resilience does not mediate the relationship between teacher professional development and teacher effectiveness. Teacher self-efficacy is not a significant mediator of the relationship between any of the exogenous variables, with teacher effectiveness. Theoretically, the study contributes to the literature by concurrently test the two mediators, in identifying the direct and indirect influence of the selected psychological and organizational factors in explicating the variance of teacher effectiveness. Practically, it gives some guidance to all educational stakeholders, particularly in Bauchi State, Nigeria, to consider all the important factors included in the present study, aside from the previous empirical evidences, in making decisions with regard to their efforts towards enhancing teacher effectiveness. 2022 Thesis NonPeerReviewed text en https://etd.uum.edu.my/9821/1/permission%20to%20deposit-901550.pdf text en https://etd.uum.edu.my/9821/2/s901550_01.pdf Abubakar, Al Munnir (2022) The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators. Doctoral thesis, Universiti Utara Malaysia.
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Electronic Theses
url_provider http://etd.uum.edu.my/
language English
English
topic LB2801-3095 School administration and organization
HD58.9 Organizational Effectiveness.
LB1050.9-1091 Educational psychology
spellingShingle LB2801-3095 School administration and organization
HD58.9 Organizational Effectiveness.
LB1050.9-1091 Educational psychology
Abubakar, Al Munnir
The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators
description Previous research demonstrates a wide range of empirical evidences, which leads to teacher effectiveness, pointing towards the contribution of psychological and organizational factors, but mostly conducted separately. The main objective of this study is to test a structural model with teacher self-efficacy and resilience as proposed mediators in the relationship between teacher wellbeing, professional development, perceived organizational support and effectiveness. This study employed a quantitative research method, which includes structural equation model testing. Data were gathered using cross-section approach, from 380 teachers of the secondary schools in Bauchi State, Nigeria. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to test the hypotheses and the proposed model. The findings indicated that teacher wellbeing directly predicted teacher resilience, self-efficacy and teacher effectiveness; perceived organizational support directly predicted teacher resilience, self-efficacy and effectiveness; while teacher professional development only significantly and directly predicted teacher resilience, but did not predict teacher self-efficacy and effectiveness. It was also found that teacher resilience mediates the relationship between perceived organizational support and teacher effectiveness; and between teacher wellbeing and teacher effectiveness. However, teacher resilience does not mediate the relationship between teacher professional development and teacher effectiveness. Teacher self-efficacy is not a significant mediator of the relationship between any of the exogenous variables, with teacher effectiveness. Theoretically, the study contributes to the literature by concurrently test the two mediators, in identifying the direct and indirect influence of the selected psychological and organizational factors in explicating the variance of teacher effectiveness. Practically, it gives some guidance to all educational stakeholders, particularly in Bauchi State, Nigeria, to consider all the important factors included in the present study, aside from the previous empirical evidences, in making decisions with regard to their efforts towards enhancing teacher effectiveness.
format Thesis
author Abubakar, Al Munnir
author_facet Abubakar, Al Munnir
author_sort Abubakar, Al Munnir
title The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators
title_short The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators
title_full The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators
title_fullStr The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators
title_full_unstemmed The influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: Teacher self-efficacy and resilience as mediators
title_sort influence of teacher wellbeing, professional development and perceived organizational support on teacher effectiveness: teacher self-efficacy and resilience as mediators
publishDate 2022
url https://etd.uum.edu.my/9821/1/permission%20to%20deposit-901550.pdf
https://etd.uum.edu.my/9821/2/s901550_01.pdf
https://etd.uum.edu.my/9821/
_version_ 1744356371748356096
score 13.211869

Similar Items