Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes

Abstract

ABSTRACT We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, in turn, how the personal resources (and contextual factors) predict three work-related outcomes: organisational commitment, extra-role behaviour, and failure avoidance. With a cross-sectional design and conducted among 264 Australian secondary school teachers (69% female; average age 43 years), this study showed that perceived autonomy-support was positively associated with adaptability and buoyancy. The reverse was true for time pressure, which was negatively associated with adaptability and buoyancy. In turn, adaptability was positively associated with organisational commitment and extra-role behaviour, whereas buoyancy was negatively associated with failure avoidance. Adaptability and buoyancy also acted as mediators in the associations between the contextual factors and the outcomes. Together, findings hold implications for research and practice around supporting teachers in their work.