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Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement
Parker, Philip D. Martin, Andrew J.
Parker, Philip D.
Martin, Andrew J.
Abstract
Given the high levels of attrition in the teaching profession there is a need for research to better understand factors that lead to greater teacher well-being and engagement. The present study explores the roles of coping and buoyancy in predicting teacher well-being and engagement. In particular, a process model is hypothesized in which the use of ‘direct’ coping strategies (mastery orientation and planning) predict high levels of buoyancy, well-being, and engagement, while ‘palliative’ coping strategies (self-handicapping and failure avoidance) predict low buoyancy, well-being, and engagement. Amongst a sample of 515 teachers from 18 schools, results generally supported this model with particularly strong direct effects for buoyancy and strong direct and indirect effects for mastery orientation. Failure avoidance, self-handicapping, and planning also produced significant direct and/or indirect effects via buoyancy on teacher well-being and engagement. Implications for school executives and future research are discussed.
Keywords
teaching, coping, buoyancy, engagement, well-being, multivariate analysis
Date
2009
Type
Journal article
Journal
Teaching and Teacher Education
Book
Volume
25
Issue
1
Page Range
68-75
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled