Some psychological factors related to work engagement in teachers.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17250%2F20%3AA210256V" target="_blank" >RIV/61988987:17250/20:A210256V - isvavai.cz</a>

Výsledek na webu

<a href="https://tner.polsl.pl/volume-59-2020/" target="_blank" >https://tner.polsl.pl/volume-59-2020/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15804/tner.2020.59.1.16" target="_blank" >10.15804/tner.2020.59.1.16</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Some psychological factors related to work engagement in teachers.

Popis výsledku v původním jazyce

This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents’ age, and several factors based on the teachers’ subjective evaluation of their work – including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers’ work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents’ Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.

Název v anglickém jazyce

Some psychological factors related to work engagement in teachers.

Popis výsledku anglicky

This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents’ age, and several factors based on the teachers’ subjective evaluation of their work – including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers’ work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents’ Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The New Educational Review 2020 59(1) 203- 213

ISSN

1732-6729

e-ISSN

—

Svazek periodika

59

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

11

Strana od-do

203-2013

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85087077001