“From Struggles to Triumphs”
Understanding Teacher Self‐Efficacy at the Chalkface
Bibliographic Data
Treating teachers as mere tools or instruments, denying them of their humanity for the school's goals, causes them to teach in dehumanizing times. Recent research indicates that organizational dehumanization may have a significant impact on an individual's self‐efficacy and work behaviour. However, the causal relationship between organizational dehumanization and self‐esteem, self‐efficacy, and demotivating teaching style remains unclear in this literature. Utilizing job demand‐resources theory, we examine the mediating role of self‐esteem and the moderating role of perceived coworker support in organizational dehumanization and teacher self‐efficacy and demotivating teaching style relationships. Data were collected from early childhood ( N = 307) and primary ( N = 664) teachers for study 1 (an experimental study) and study 2 (a three‐wave study), respectively. Overall, the combined results of experimental and three‐wave studies provide strong evidence that experiencing dehumanizing treatment from the school leads teachers to internalize negative self‐evaluation, leading to low self‐esteem, which subsequently reduces teacher self‐efficacy but increases demotivating teaching style adoption. And this detrimental effect is less critical among teachers with high perceived coworker support. This study sheds light on dehumanization in the school setting by suggesting practical implications to reduce dehumanizing practices and highlighting the importance of perceived coworker support among teachers in classroom practices
Dehumanization · Higher education · Humanity · Part-time employment · Style (visual arts) · Communication in Education and Healthcare · Early Childhood Education and Development · Teacher Education and Leadership Studies
Enhancing Self-Esteem in the Classroom
Society and the Adolescent Self-Image
Testing Structural Equation Models or Detection of Misspecifications?
Potential Problems in the Statistical Control of Variables in Organizational Research
Testing Mediation and Suppression Effects of Latent Variables
Perceived organizational support and employees’ well-being
Teachers’ self-efficacy beliefs for teaching math
Self-Determination Theory and Diminished Functioning
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
Accuracy of Parameter Estimates and Confidence Intervals in Moderated Mediation Models
To Invest or Not? The Role of Coworker Support and Trust in Daily Reciprocal Gain Spirals of Helping Behavior
Endogeneity
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Psychologically controlling teaching
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Dehumanization
In Search of Golden Rules
Effects on teachers' self-efficacy and job satisfaction
Resilience in the Face of Catastrophe
The Job Demands‐Resources model
Emotion regulation and need satisfaction shape a motivating teaching style
The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy
An Index and Test of Linear Moderated Mediation
Organizational Dehumanization and Emotional Labor
Abusive Coworker Treatment, Coworker Support, and Employee Turnover
Statistical control in correlational studies
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
Exploring the circumplex model of motivating and demotivating teaching styles
What makes teachers enthusiastic
The position that awaits
Global Self-Esteem and Specific Self-Esteem
Teaching in Dehumanizing Times
| Citation velocity | historical |
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| Highly cited | No |