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Teacher Assistants Working with Students with Disability: The Role of Adaptability in Enhancing Their Workplace Wellbeing
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Martin, Andrew J.; Strnadová, Iva; Nemec, Zbynek; Hájková, Vanda; Kvetonová, Lea – International Journal of Inclusive Education, 2021
There is much research into teachers' workplace wellbeing, but very little research investigating teacher assistants' wellbeing in the workplace -- especially those who work in classrooms where students with a disability are present. Research among teachers has identified adaptability as a key to their workplace wellbeing. Following this research,…
Descriptors: Teacher Aides, Students with Disabilities, Work Environment, Well Being
Examining the Unique Roles of Adaptability and Buoyancy in Teachers' Work-Related Outcomes
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Collie, Rebecca; Guay, Frédéric; Martin, Andrew J.; Caldecott-Davis, Kate; Granziera, Helena – Teachers and Teaching: Theory and Practice, 2020
We examined two personal resources--adaptability and buoyancy--that are increasingly recognised as important for teachers' positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers' work-related outcomes. We also examined how two…
Descriptors: Teacher Characteristics, Adjustment (to Environment), Job Performance, Work Attitudes
School Principals' Workplace Well-Being: A Multination Examination of the Role of Their Job Resources and Job Demands
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Collie, Rebecca J.; Granziera, Helena; Martin, Andrew J. – Journal of Educational Administration, 2020
Purpose: The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate and collegial climate) and two job demands (i.e. barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes…
Descriptors: Principals, Work Environment, Well Being, Administrator Role
Perceived Autonomy Support, Relatedness with Students, and Workplace Outcomes: An Investigation of Differences by Teacher Gender
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Collie, Rebecca J.; Bostwick, Keiko C. P.; Martin, Andrew J. – Educational Psychology, 2020
We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment.…
Descriptors: Gender Differences, Secondary School Teachers, Professional Autonomy, Teacher Attitudes
Teachers' Workplace Well-Being: Exploring a Process Model of Goal Orientation, Coping Behavior, Engagement, and Burnout
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Parker, Philip D.; Martin, Andrew J.; Colmar, Susan; Liem, Gregory A. – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
The current research integrated components of the transactional model of stress and coping with self-worth and goal theories to examine a model where (a) teachers' goal orientation (as indicated by mastery and failure avoidance) was hypothesized to predict their teaching coping strategies (as indicated by problem- and emotion-focused coping) and…
Descriptors: Goal Orientation, Coping, Work Environment, Models
Motivation and Engagement in the Workplace: Examining a Multidimensional Framework and Instrument from a Measurement and Evaluation Perspective
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Martin, Andrew J. – Measurement and Evaluation in Counseling and Development, 2009
This investigation conducts measurement and evaluation of a multidimensional model of workplace motivation and engagement from a construct validation perspective. Two studies were conducted, one using the multi-item multidimensional Motivation and Engagement Scale-Work (N = 637 school personnel) and one using a parallel short form (N = 574 school…
Descriptors: Construct Validity, Motivation, School Personnel, Models