The mediating role of teacher identification in the relationship between psychological distress and teacher satisfaction during Covid-19
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE Publications
Abstract
The current study examines the potential mediating role of professional identification of school teachers in the relationship
between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual
identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the
professional group. Professional identification has been linked to negative work outcomes, such as job performance and
turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification
is the extent to which teachers identify with the teaching profession. Participants (N=355) were school teachers in South
Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional
Identification Scale, and the Teaching Satisfaction Scale.
Description
Keywords
Professional identification, Teaching, Mediation, Covid-19, Depression
Citation
Jackson, K. et al. (2022). The mediating role of teacher identification in the relationship between psychological distress and teacher satisfaction during Covid-19. Inquiry : a journal of medical care organization, provision and financing, 59. https://doi.org/10.1177/00469580221110520