Positive Working Conditions and Teachers' Work Engagement: A Large Cross-Sectional Research to Study Teaching Classroom Practices

• In Event: AERA Poster Session 12
  In Poster Session: Validity and Assessing Survey Data in Educational Research

Abstract

The present research aimed at estimating the cumulative network of associations between psychological working resources (e.g., social support, sense of autonomy, job satisfaction) and both work engagement and the use of classroom practices. The sample was composed of in-service teachers (N=1,370) of Canton Ticino (Switzerland). The data were analyzed using structural equation modeling. The hypothesized structural model reported a good fit with the empirical data (NC=2.7; RMSEA=.051, NFI=.951, NNFI=.950, CFI= 968). Teachers who perceive a supportive working environment are more likely to be engaged in their activities, and this in turn leads to a more heterogeneous array of teaching practices with students. The results provide a fresh piece of evidence for the association between working conditions and teaching practices.
 

Authors

• Loredana Addimando, University of Applied Sciences and Arts of Southern Switzerland - SUPSI

• Alessandro Pepe, University of Milano - Bicocca