The relationship between perceived value congruence and teacher commitment: a moderated mediation model of teacher self-efficacy and time pressure

ABSTRACT

Based on the person-organisation fit theory, this study examines the underlying mechanisms of the relationship between value congruence and teacher commitment among schoolteachers. We tested whether value congruence was related to higher teacher commitment via teacher self-efficacy and whether time pressure moderated these potential direct and indirect relationships. We tested our hypotheses on a sample of 1831 schoolteachers (63.5% women; M_age = 35.4). Using structural equation modelling, we found that value congruence was related to higher teacher self-efficacy, which, in turn, was related to higher teacher commitment. The relationships between value congruence and teacher self-efficacy and commitment and the indirect relationship via self-efficacy were weaker for those teachers who perceived more time pressure. Actions designed to promote value congruence may help to promote teacher self-efficacy and result in higher commitment. Furthermore, schools should develop a positive form of reciprocation by helping teachers to reduce unnecessary workload.

KEYWORDS:

• Value congruence
• teacher commitment
• teacher self-efficacy
• time pressure
• moderated mediation

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Social Science Fund of China under Grant number BFA170059;

Notes on contributors

Xuefeng Qiao

Xuefeng Qiao is an Associate Professor at the School of Education Science, Nanjing Normal University, China. He obtained his PhD in Education at the Chinese University of Hong Kong. His research interests include teacher education, teacher professional development, and comparative education. His publications have appeared in Educational Management Administration & Leadership, Teachers & Teaching, and Journal of Education for Teaching.

Shi Hu

Shi Hu is an Associate Professor at the School of Education Science, Nanjing Normal University, China. She obtained her PhD in Applied Psychology at Griffith University, Australia. Her research interests are occupational psychology and organisational behaviour. She has publications in the Journal of Vocational Behavior, Journal of Counselling Psychology, Journal of Career Development, and Journal of Psychoeducational Assessment.