The impact of work values on the professional development of primary and secondary school teachers: A moderated mediation model
This study explored the relationship between work values and primary and secondary school teachers' professional development, as well as the mediating role of work engagement and the moderating role of perceived organizational support. Eight hundred and seventy-three primary and secondary schoo...
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| Veröffentlicht in: | PloS one 2024-11, Vol.19 (11), p.e0310078 |
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| creator | Feng, Guoyan Shi, Keke Huang, Qiyong Ma, Jingling |
| description | This study explored the relationship between work values and primary and secondary school teachers' professional development, as well as the mediating role of work engagement and the moderating role of perceived organizational support. Eight hundred and seventy-three primary and secondary school teachers were recruited at random to complete work values scale, work engagement scale, perceived organizational support scale, and professional development of primary and secondary schools teachers scale. The results revealed that work values positively predicted professional development; work engagement partially mediated the relationship between work values and professional development, and with the mediating effect accounted for 54.62% of the total effect; perceived organizational support regulated the direct path and the first half path of this mediation process. This study empirically clarified why (through work engagement) and when (perceived organizational support) work values were positively related to professional development among primary and secondary school teachers' in China, contributing to the existing work values and teachers' professional development literature. Future research could be encouraged to extend the findings by integrating theory of internal motivation with organizational support theory toward deepening current understanding of how and when work values can contribute to a teacher's professional development. |
| doi_str_mv | 10.1371/journal.pone.0310078 |
| format | Article |
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Eight hundred and seventy-three primary and secondary school teachers were recruited at random to complete work values scale, work engagement scale, perceived organizational support scale, and professional development of primary and secondary schools teachers scale. The results revealed that work values positively predicted professional development; work engagement partially mediated the relationship between work values and professional development, and with the mediating effect accounted for 54.62% of the total effect; perceived organizational support regulated the direct path and the first half path of this mediation process. This study empirically clarified why (through work engagement) and when (perceived organizational support) work values were positively related to professional development among primary and secondary school teachers' in China, contributing to the existing work values and teachers' professional development literature. Future research could be encouraged to extend the findings by integrating theory of internal motivation with organizational support theory toward deepening current understanding of how and when work values can contribute to a teacher's professional development.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0310078</identifier><identifier>PMID: 39509437</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Adult ; Behavior ; Biology and Life Sciences ; China ; Education ; Female ; Humans ; Hypotheses ; Influence ; Learning ; Male ; Mediation ; Methods ; Middle Aged ; Motivation ; Negotiation, mediation and arbitration ; Organizational aspects ; People and Places ; Professional development ; Professional identity ; Research and Analysis Methods ; School environment ; School Teachers - psychology ; Schools ; Secondary school teachers ; Secondary schools ; Social Sciences ; Students ; Surveys and Questionnaires ; Teachers ; Teaching ; Training ; Work Engagement ; Work environment</subject><ispartof>PloS one, 2024-11, Vol.19 (11), p.e0310078</ispartof><rights>Copyright: © 2024 Feng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.</rights><rights>COPYRIGHT 2024 Public Library of Science</rights><rights>2024 Feng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2024 Feng et al 2024 Feng et al</rights><rights>2024 Feng et al. 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Feng, Guoyan</au><au>Shi, Keke</au><au>Huang, Qiyong</au><au>Ma, Jingling</au><au>Zhang, Chunyu</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The impact of work values on the professional development of primary and secondary school teachers: A moderated mediation model</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2024-11-07</date><risdate>2024</risdate><volume>19</volume><issue>11</issue><spage>e0310078</spage><pages>e0310078-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>This study explored the relationship between work values and primary and secondary school teachers' professional development, as well as the mediating role of work engagement and the moderating role of perceived organizational support. Eight hundred and seventy-three primary and secondary school teachers were recruited at random to complete work values scale, work engagement scale, perceived organizational support scale, and professional development of primary and secondary schools teachers scale. The results revealed that work values positively predicted professional development; work engagement partially mediated the relationship between work values and professional development, and with the mediating effect accounted for 54.62% of the total effect; perceived organizational support regulated the direct path and the first half path of this mediation process. This study empirically clarified why (through work engagement) and when (perceived organizational support) work values were positively related to professional development among primary and secondary school teachers' in China, contributing to the existing work values and teachers' professional development literature. Future research could be encouraged to extend the findings by integrating theory of internal motivation with organizational support theory toward deepening current understanding of how and when work values can contribute to a teacher's professional development.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>39509437</pmid><doi>10.1371/journal.pone.0310078</doi><orcidid>https://orcid.org/0009-0004-1081-4777</orcidid><orcidid>https://orcid.org/0000-0001-7086-3520</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Adult Behavior Biology and Life Sciences China Education Female Humans Hypotheses Influence Learning Male Mediation Methods Middle Aged Motivation Negotiation, mediation and arbitration Organizational aspects People and Places Professional development Professional identity Research and Analysis Methods School environment School Teachers - psychology Schools Secondary school teachers Secondary schools Social Sciences Students Surveys and Questionnaires Teachers Teaching Training Work Engagement Work environment |
| title | The impact of work values on the professional development of primary and secondary school teachers: A moderated mediation model |
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