Career optimism mediates the effect of personality on teachers’ career engagement

McIlveen, Peter and Perera, Harsha N. (2015) Career optimism mediates the effect of personality on teachers’ career engagement. Journal of Career Assessment, 24 (4). ISSN 1069-0727

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McIlveen Perera JCA Supplemental Appendix A. Correlated Residuals.pdf

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McIlveen Perera JCA Supplemental Appendix B. Thresholds and Correlations.pdf

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McIlveen Perera JCA Supplemental Appenidx C. Factor Loadings.pdf

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Official URL: http://jca.sagepub.com/

Abstract

Retaining teachers in the workforce is a major social issue as this vital profession suffers from low levels of prestige and high levels of attrition. This article is a report on research into the psychological predictors of career engagement in pre-service and practicing teachers (N = 364). It was hypothesized that teachers’ conscientiousness and neuroticism would predict higher and lower career engagement, respectively, both directly and indirectly via career optimism. Structural equation modeling affirmed that career optimism mediated the relationships of conscientiousness and neuroticism with career engagement. The current findings highlight the need to investigate the contribution of career optimism to teachers’ career engagement to capitalize on adaptive personality processes and mitigate the deleterious effects of negative emotionality.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 27 Nov 2015 02:57
Last Modified: 28 Jul 2016 00:03
Uncontrolled Keywords: teachers; conscientiousness; neuroticism; teacher engagement; career satisfaction; optimism; work motivation; career development; Australia
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130305 Educational Counselling
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
Identification Number or DOI: 10.1177/1069072715616059
URI: http://eprints.usq.edu.au/id/eprint/28121

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