Striving for personal growth matters
The relationship between personal growth initiative, teacher engagement and instructional quality
Bibliographic Data
| ID | 5264579 |
|---|---|
| Authors | Xianhan Huang (0000-0002-6182-1211, Faculty of Education The University of Hong Kong Hong Kong Hong Kong), Si Man Lam (0000-0002-9876-3174, Faculty of Education The University of Hong Kong Hong Kong Hong Kong), Chan Wang (0000-0002-1442-8484, Department of Early Childhood Education The Education University of Hong Kong Hong Kong Hong Kong, corresponding author), Peng Xu (0000-0002-6964-1274, College of Literature Northeast Normal University Changchun China) |
| Year | 2023 |
| Volume | 93 |
| Issue | 3 |
| Pages | 658-675 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12583 |
| PMID | 36707251 |
| OpenAlex | W4318391476 |
| Language | EN |
| Citations received | 10 |
| References cited | 98 |
BackgroundTeachers' instructional quality is critical to student learning and development. However, the affordance of different aspects of instructional quality remains underexplored.AimsThis study explores the relationship between teachers' personal growth initiative (PGI) and teacher engagement and instructional quality.SampleThe data were collected from 998 teachers (82.9% female, average years of teaching experience = 15.25, SD = 10.29) from China.MethodsThe participants completed an anonymous online survey questionnaire that examined their PGI, work engagement and self-reported instructional quality. Structural equation modelling and bootstrapping were performed to determine the differentiated associations between PGI and each aspect of the teachers' self-reported instructional quality.ResultsThe results confirmed the critical role of PGI in teacher engagement and self-reported instructional quality. To varying degrees, the dimensions of teacher engagement, except for cognitive engagement, mediated the association between PGI and self-reported instructional quality.ConclusionsThe teachers' self-reported data showed that their motivation for personal growth played an important role in improving their instructional quality. The teachers' emotional engagement and social engagement with colleagues were positively related to classroom management, and their social engagement with students was associated with a supportive climate
Affordance · Bootstrapping (finance) · Mathematics education · Medical education · Pedagogy · Quality (philosophy) · Self-efficacy · Structural equation modeling · Student engagement · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Relationship between Personal Growth Initiative and Personal Self‐Concept
From ‘meant to be’ to ‘passionate to be’
The relationship between work-family conflict and work engagement among elementary and secondary school teachers
Differentiating Authoritarianism Within Paternalistic Leadership
Efficacy of 4C/ID and the variability of learning tasks on teachers' personal initiative
Personal growth initiative and depression
Exploring the relationship between university students’ perceived English instructional quality and learner satisfaction in the online environment
Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity
From classroom challenges to scholarly insights
Teachers' proactive behaviour
Visible Learning and the Science of How We Learn
Applied Multivariate Statistics for the Social Sciences
Visible Learning
Employee proactivity in organizations
Measuring Teacher Engagement
The dynamics of proactivity at work
Keyes's model of mental health with personal growth initiative as a parsimonious predictor.
Teacher self-efficacy as a long-term predictor of instructional quality in the classroom
Generic dimensions of teaching quality
Development and psychometric evaluation of the Personal Growth Initiative Scale–II.
Work engagement
Teaching Effectiveness Research in the Past Decade
Construct Clean‐Up in Proactivity Research
Teacher self-efficacy, instructional quality, and student motivational beliefs
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Positive gain spirals at work
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context
Teachers' goal orientations for teaching
Teachers’ Everyday Professional Development
Weekly work engagement and performance
Student ratings of teaching quality in primary school
Job crafting and job performance
The concept of personal initiative
Professional competence of teachers
A meta-analysis on promotion- and prevention-focused job crafting
Students’ ratings of teacher support and academic and social–emotional well-being.
Measures of multivariate skewness and kurtosis with applications
Fuel of the self-starter
Job demands–resources theory
Sources of Method Bias in Social Science Research and Recommendations on How to Control It
The Influence of Culture, Community, and the Nested‐Self in the Stress Process
Getting to the “COR”
The Measurement of Engagement and Burnout
Personal Growth Initiative
Building work engagement
The effects of teacher competence on student outcomes in elementary science education
Work harder and smarter
Beyond Baron and Kenny
Resource loss, resource gain, and emotional outcomes among inner city women
Conceptualization, Measurement, and Improvement of Classroom Processes
Personal Growth Initiative in the Therapeutic Process
Positive Affect and the Complex Dynamics of Human Flourishing
How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism
The proactive component of organizational behavior
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
Declarative knowledge and professional vision in teacher education
| Unique citing works | 10 |
|---|---|
| Citations per year | 3,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |