Abstract
This investigation aimed to explore the mediator role of study engagement (i.e., study vigor and dedication) in the association between self- and other-focused emotion regulation abilities and occupational commitment in a sample of pre-service teachers. The sample was comprised of 249 students (65.5% female; Mage = 27 years) of a master’s degree in teacher training for secondary education. Results showed the relationship between self-focused emotion regulation ability and occupational commitment to be fully mediated by levels of vigor. No significant results were found regarding a mediator model involving other-focused emotion regulation as predictor. Although these findings warrant prospective replication, they provide evidence that development of self-focused emotion regulation skills (rather than other-focused skills) may facilitate occupational commitment among beginning teachers through desirable states that facilitate energy and reduce the likelihood of fatigue at work. These results are discussed in terms of their practical implications for developing interventions to improve pre-service teachers’ well-being and commitment.
Highlights
In recent decades, a number of studies have reported that teachers face a wide variety of demands in their daily working life that lead many of them to feel exhausted, disengaged, and dissatisfied [1]
Two items from the occupational commitment scale were excluded as their factor loadings were low and the average variance extracted (AVE) of the measure was below the threshold of 0.50
Error terms of items from the variables study vigor, study dedication, and occupational commitment were specified to correlate considering the suggestion from the modification indices
Summary
A number of studies have reported that teachers face a wide variety of demands in their daily working life that lead many of them to feel exhausted, disengaged, and dissatisfied [1]. The high prevalence of these contextual demands leading to increased stress and exhaustion calls for the exploration of the protective factors that may reduce the impact of such contextual variables on public health and retention issues [1]. Entering the teaching profession and experiencing the common shock of reality regarding teacher-related demands may cause a variety of negative emotions that may erode their attitudes toward their career [2,3]. In this regard, issues regarding reduced commitment and increasing intention to quit among beginning and newly-qualified teachers merit serious attention as they entail issues of an economic, educational, and social nature [5,6]. Individuals do show marked differences in their responses to affective events and stressors [7]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
