The present study aims to explore the mediational role of organizational identification and work engagement in the relationship between professional development and job satisfaction, using the motivational process of the Job Demands-Resources (JD-R) model. Data were collected on a sample of 202 Italian teachers working in primary and secondary schools. Results of a bootstrapping model with multiple mediators operating in serial supported the hypothesis that opportunities for professional development enhance job satisfaction in teachers. In addition, we contributed to the extension of the JD-R model by adding the role of organizational identification as a mediator within the motivational process

Guglielmi, D., Panari, S., Simbula, S., Mazzetti, G. (2014). Is it possible to motivate teachers? The role of organizational identification. PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES, 116, 1842-1847 [10.1016/j.sbspro.2014.01.481].

Is it possible to motivate teachers? The role of organizational identification

SIMBULA, SILVIA;
2014

Abstract

The present study aims to explore the mediational role of organizational identification and work engagement in the relationship between professional development and job satisfaction, using the motivational process of the Job Demands-Resources (JD-R) model. Data were collected on a sample of 202 Italian teachers working in primary and secondary schools. Results of a bootstrapping model with multiple mediators operating in serial supported the hypothesis that opportunities for professional development enhance job satisfaction in teachers. In addition, we contributed to the extension of the JD-R model by adding the role of organizational identification as a mediator within the motivational process
Articolo in rivista - Articolo scientifico
Organizational identification; teachers; Job Demands-Resources model; work engagement
English
2014
116
1842
1847
none
Guglielmi, D., Panari, S., Simbula, S., Mazzetti, G. (2014). Is it possible to motivate teachers? The role of organizational identification. PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES, 116, 1842-1847 [10.1016/j.sbspro.2014.01.481].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/50690
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