An Exploration of Teachers' Social Goal Orientations With the Job Demands–Resources Model

• In Event: The Consequences of Teacher-Student Relationships Across Academic Contexts

Abstract

Positive teacher-student relationships represent an important social resource that helps teachers adapt instruction to learning needs and promote well-being. However, research on the link between teachers’ motivation for connecting with students and their work adjustment is limited. This study applied the Job Demands-Resources Model to investigate how teachers’ social approach and avoidance goals impacted their well-being, job satisfaction, and organizational commitment, with burnout and work engagement as mediating variables. Structural equation modelling of findings from K-12 Canadian practicing teachers (N = 154; covariates: gender, grade level, pre-/mid-COVID-19) showed teachers with stronger social avoidance goals (putting minimum effort into student relationships) to be less engaged and experience greater burnout that, in turn, led to lower well-being, job satisfaction, and commitment.

Authors

• Chiung-Fang Chang, McGill University

• Nathan C. Hall, McGill University

• Hui Wang, The Education University of Hong Kong

• Sonia Rahimi, Université du Québec à Montréal