Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (3): 322-328.

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Teachers’ Professional Identity and Affective Commitment:Mediating Role of Job Satisfaction

LUO Jie1,2, ZHOU Yuan1,2, CHEN Wei3, PAN Yun1,2, ZHAO Shou-ying1,2   

  1. 1. School of Educational Science, Guizhou Normal University, Guiyang 550001;
    2. Guizhou General Colleges Key Laboratory of Fundamental Psychology and Cognitive Neuroscience, Guiyang 550001;
    3. Faculty of Psychology, Southwest University, Chongqing 400715
  • Online:2014-05-15 Published:2014-05-15

Abstract: Based on the theory of social identity, this present study introduced one mediating variable (job satisfaction) to examine the relationship between teachers' professional identity and affective commitment. A sample of 234 secondary teachers were selected by convenience sampling, and they were surveyed with teachers' professional identity scale, job satisfaction scale and affective commitment inventory. The results showed that: (1) There were significant positive correlations among teachers' professional identity, job satisfaction and affective commitment; (2) Teachers' professional identity not only have a direct effect on affective commitment, but also have an indirect effect on affective commitment through job satisfaction.

Key words: professional identity, job satisfaction, affective commitment, secondary teachers

CLC Number: 

  • B844
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