Affiliation:
1. Department of Psychology, Institute of Teachers Education and Behavioral Sciences, Wollo University, Ethiopia + Doctoral School of Education, University of Szeged, Hungary
2. Department of Education, Faculty of Primary Education, Eötvös Loránd University, Hungary
Abstract
This study examined the mediating role of work task motivation (WTM) in the
relationship between psychological capital (PsyCap) and teacher well-being
(TWB) in the higher educational context of Ethiopia. The Psychological
Capital Questionnaire-12 (PCQ-12), Work Task Motivation Scale for Teachers
(WTMST), and Teacher Well-Being Scale (TWBS) were used to collect and
analyzed data from a sample of 596 university teachers employed at
Ethiopia's Amhara Regional State Universities. The results indicated that
PsyCap had a direct and positive effect on WTM (? = 0.374, CI 95% [0.271,
474], p < .001) and TWB (? = 0.298, CI 95% [0.150, 0.430], p < .001). WTM
also has a direct and positive impact on TWB (? = 0.472 CI 95% [.003, .481],
p < .05). Besides, WTM fully mediated the relationship between PsyCap and
TWB (? = 0.110, CI 95% [0.006, 0.206], p < 0.05). We also found that PsyCap
intrinsic motivation identified regulation directly and positively, whereas
external, introjected regulation, and amotivation negatively and directly
predicted TWB. Finally, the dimensions of WT (intrinsic motivation,
identified regulation, external regulation, and introjected regulation and
amotivation)partially mediated the relationships between PsyCap and
dimensions of TWB (workload, organizational, and student interaction
well-being).
Publisher
National Library of Serbia
Cited by
1 articles.
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