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Article: Conflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective

TitleConflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective
Authors
KeywordsQuitting intentions
In-service teachers
Values
Teacher commitment
Issue Date2021
Citation
Current Psychology, 2021 How to Cite?
AbstractResearch on values has posited that self-transcendence and self-enhancement values are conflicting value types and that an increased focus on one will diminish the emphasis on the other. However, studies in the teaching profession have suggested that these two values may also be compatible, as they can both contribute to better teacher commitment and achievement outcomes. This paradox is a critical knowledge gap that warrants an empirical investigation. Another important gap in value research concerns the role of school values, as past studies have mostly focused on individual values. The current study aimed to resolve the question of whether teachers’ self-transcendence and self-enhancement values are conflicting or compatible by examining how these values are associated with each other and how they predict teacher commitment and persistence. The study also took a multilevel perspective by investigating how individual-level and school-level values predict key outcomes. The study involved 1,110 teachers from 40 schools and multilevel structural equation modeling analyses were conducted. The results suggested that teachers’ self-enhancement and self-transcendence values can be compatible. These values are positively related to each other and they are also positively associated with higher teacher commitment to school.
Persistent Identifierhttp://hdl.handle.net/10722/302296
ISSN
2023 Impact Factor: 2.5
2023 SCImago Journal Rankings: 1.001
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWang, H-
dc.contributor.authorKing, RB-
dc.contributor.authorMcInerney, DM-
dc.date.accessioned2021-08-30T13:58:11Z-
dc.date.available2021-08-30T13:58:11Z-
dc.date.issued2021-
dc.identifier.citationCurrent Psychology, 2021-
dc.identifier.issn1046-1310-
dc.identifier.urihttp://hdl.handle.net/10722/302296-
dc.description.abstractResearch on values has posited that self-transcendence and self-enhancement values are conflicting value types and that an increased focus on one will diminish the emphasis on the other. However, studies in the teaching profession have suggested that these two values may also be compatible, as they can both contribute to better teacher commitment and achievement outcomes. This paradox is a critical knowledge gap that warrants an empirical investigation. Another important gap in value research concerns the role of school values, as past studies have mostly focused on individual values. The current study aimed to resolve the question of whether teachers’ self-transcendence and self-enhancement values are conflicting or compatible by examining how these values are associated with each other and how they predict teacher commitment and persistence. The study also took a multilevel perspective by investigating how individual-level and school-level values predict key outcomes. The study involved 1,110 teachers from 40 schools and multilevel structural equation modeling analyses were conducted. The results suggested that teachers’ self-enhancement and self-transcendence values can be compatible. These values are positively related to each other and they are also positively associated with higher teacher commitment to school.-
dc.languageeng-
dc.relation.ispartofCurrent Psychology-
dc.subjectQuitting intentions-
dc.subjectIn-service teachers-
dc.subjectValues-
dc.subjectTeacher commitment-
dc.titleConflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s12144-021-02009-7-
dc.identifier.scopuseid_2-s2.0-85109682764-
dc.identifier.hkuros329414-
dc.identifier.eissn1936-4733-
dc.identifier.isiWOS:000672345400005-

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