Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes

ABSTRACT

We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, in turn, how the personal resources (and contextual factors) predict three work-related outcomes: organisational commitment, extra-role behaviour, and failure avoidance. With a cross-sectional design and conducted among 264 Australian secondary school teachers (69% female; average age 43 years), this study showed that perceived autonomy-support was positively associated with adaptability and buoyancy. The reverse was true for time pressure, which was negatively associated with adaptability and buoyancy. In turn, adaptability was positively associated with organisational commitment and extra-role behaviour, whereas buoyancy was negatively associated with failure avoidance. Adaptability and buoyancy also acted as mediators in the associations between the contextual factors and the outcomes. Together, findings hold implications for research and practice around supporting teachers in their work.

KEYWORDS:

• Teacher adaptability
• workplace buoyancy
• motivation
• autonomy-support
• time pressure

Acknowledgments

The authors have no conflict of interest to declare.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Rebecca Collie

Rebecca J. Collie, PhD, is a Scientia Senior Lecturer in Educational Psychology at the University of New South Wales, Australia. Rebecca conducts research in the broad areas of wellbeing, motivation, and social-emotional development using quantitative research methods.

Frédéric Guay

Frédéric Guay, PhD, holds the Canada Research Chair in Motivation, Perseverance, and School Success and is a full professor at the Faculty of Education at Université Laval, Canada. His research program has been organized by Self-Determination Theory and Self-Concept Theory. This program has led to publications, book chapters, and scientific communications in the educational domain.

Andrew J. Martin

Andrew J. Martin, PhD, is Scientia Professor and Professor of Educational Psychology in the School of Education at the University of New South Wales, Australia. Andrew conducts research in student motivation, engagement, learning, and achievement using quantitative research methods.

Kate Caldecott-Davis

Kate Caldecott-Davis, MEd, MRes, is a psychologist and postgraduate student at the University of New South Wales, Australia. Kate undertakes research investigating interpersonal factors and motivational processes underlying optimal psycho-social development and functioning of students and teachers within educational contexts.

Helena Granziera

Helena Granziera is a PhD candidate at the University of New South Wales, Australia. She is also a qualified primary school and health and physical education teacher. Her research interests include teachers’ wellbeing, motivation, engagement, and self-efficacy.