Could Career and Technical Education Teachers' Job Demands and Resources Impact Their Motivation Differently According to Employment Status? (Poster 35)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Career and Technical Education SIG Poster Session: Research Across the Field

Abstract

Building on the JD-R model, this study examines the influences of teachers’ job demands (pace and amount of work, changes in tasks, uncertainty about the future) and resources (procedural and distributive justice) on their basic psychological needs (BPNs;satisfaction/frustration) according to employment status. This study was conducted with 366 CTE teachers. The results of regression analyses reveal that change in tasks is the job demand that most influences teachers’ BPNs while procedural justice is the job resource that most influences teachers’ BPNs. The results also highlight distinctions between teachers according to their employment status (permanent: pace and amount of work; non-permanent: uncertainty about the future), and thus the role of work characteristics within the motivational process according to teachers’ employment status.

Authors

• Alice Levasseur, Université Laval
  Presenting Author

• Louise Clément, Université Laval
  Non-Presenting Author

• Caterina Mamprin, Université de Moncton
  Non-Presenting Author