The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent

Authors

Jeremy Pan
Tony Loughland
Rebecca J. Collie
Andrew A. Kingsford-Smith
Mary Ryan
Caroline Mansfield, Edith Cowan UniversityFollow
Rachelle Davey
Chrissy Monteleone
Miriam Tanti

Author Identifier

Caroline Mansfield: https://orcid.org/0000-0002-8984-2508

Document Type

Journal Article

Publication Title

Teaching and Teacher Education

Volume

153

Publisher

Elsevier

School

School of Education

RAS ID

77887

Comments

Pan, J., Loughland, T., Collie, R. J., Kingsford-Smith, A. A., Ryan, M., Mansfield, C., Davey, R., Monteleone, C., & Tanti, M. (2025). The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent. Teaching and Teacher Education, 153. https://doi.org/10.1016/j.tate.2024.104841

Abstract

Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.

DOI

10.1016/j.tate.2024.104841

Creative Commons License

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