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Title Implicit Beliefs of Teaching Ability Influence Job Embeddedness as Mediated by PERMA Model
Posted by Geraldine Go
Authors Geraldine P. Go, Imelu G. Mordeno, Michaela V. Hubahib, Jonathan G. Generalao, and Mark Keven S. Amarille
Conference 13th International Conference on Educational Research on September 11-13, 2020, virtual conference of KKU,
Abstract Teacher’s well-being has shown close association with resilience, job commitment, teaching satisfaction, positive identities and relationship with others, effective teaching and teacher retention. Despite the increasing literature investigating teachers’ well-being and its related constructs, a number of limitations can be observed. The focus of these studies are limited to: (1) negative constructs of well- being, (2) unidimensional or one-factor model of well-being, and (3) antecedents and consequences of well-being sample from high-income countries. There is a dearth of studies examining teacher’s well- being in low middle income countries marked by poorly functioning educational delivery system, poor working conditions, lack of resources, low salaries, and poor management. Thus, the primary goal of this study is to examine teacher’s well-being based on Seligman’s PERMA model (positive emotions, engagement, relationship, meaning, and accomplishments) and how it mediates the direct influence and relationship of teachers’ implicit beliefs of their ability and teachers’ embeddedness to teaching profession. A sample of 547 public elementary and secondary school teachers answered a series of questionnaires that includes Implicit Theory of Intelligence Scale, Positive and Negative Affect Schedule, Utrecht Work Engagement Scale, Organizational Virtuousness Scale, Personal Growth Initiative Scale – II, and Job Embeddedness Scale. Using mediational analysis, results showed that Engagement, Relationships, and Accomplishments are the most significant mediators between incremental belief of teaching ability and job embeddedness, while Accomplishment is the only significant mediator between Entity belief (Fixed) of teaching ability and teachers’ job embeddedness. This implies that teachers who believe that their teaching abilities are changeable through effort and learning are more likely to be engaged in their work and activities, develop healthy relationships at workplace and form affiliation to the school and community, and develop a sense of competence significantly influencing the decision to stay and embed in the teaching profession. On the other hand, teachers who hold entity belief believe in unchangeable ability show persistence, determination, capability in doing daily school activities. The results are relevant particularly in the incorporation of programs and interventions focusing on developing novice and long-term professional teachers in developing their well-being and job embeddedness.
Index terms / Keywords implicit beliefs, job embeddedness, PERMA model, teaching ability