The relationship between perceived value congruence and teacher commitment: a moderated mediation model of teacher self-efficacy and time pressure

Abstract

ABSTRACT Based on the person-organisation fit theory, this study examines the underlying mechanisms of the relationship between value congruence and teacher commitment among schoolteachers. We tested whether value congruence was related to higher teacher commitment via teacher self-efficacy and whether time pressure moderated these potential direct and indirect relationships. We tested our hypotheses on a sample of 1831 schoolteachers (63.5% women; Mage = 35.4). Using structural equation modelling, we found that value congruence was related to higher teacher self-efficacy, which, in turn, was related to higher teacher commitment. The relationships between value congruence and teacher self-efficacy and commitment and the indirect relationship via self-efficacy were weaker for those teachers who perceived more time pressure. Actions designed to promote value congruence may help to promote teacher self-efficacy and result in higher commitment. Furthermore, schools should develop a positive form of reciprocation by helping teachers to reduce unnecessary workload.