國立虎尾科技大學 |

The Impact of Perceived Person-Organization Fit, Internship Satisfaction, and Personality Traits on Commitment to Teaching and Intention to Quit of Pre-Service Teacher Interns.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Perceived Person-Organization Fit, Internship Satisfaction, and Personality Traits on Commitment to Teaching and Intention to Quit of Pre-Service Teacher Interns./
作者:	Murphy, David H.
面頁冊數:	1 online resource (214 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
Contained By:	Dissertations Abstracts International83-04B.
標題:	Personality psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798460425716

The Impact of Perceived Person-Organization Fit, Internship Satisfaction, and Personality Traits on Commitment to Teaching and Intention to Quit of Pre-Service Teacher Interns.
Murphy, David H.

The Impact of Perceived Person-Organization Fit, Internship Satisfaction, and Personality Traits on Commitment to Teaching and Intention to Quit of Pre-Service Teacher Interns. - 1 online resource (214 pages)

Source: Dissertations Abstracts International, Volume: 83-04, Section: B.

Thesis (Ph.D.)--The Florida State University, 2021.

Includes bibliographical references

The current study examined the impact of Big-Five personality traits, Perceived Person-Organization Fit, and Internship Satisfaction on Commitment to Teaching and Intention to Quit of pre-service teachers during their internship. The sample was comprised of 114 pre-service teachers who were completing their final semester-long internship of their combined five-year bachelor's/master's degrees in education. The current study had one theoretical foundation: the Theory of Work Adjustment (TWA). The Mini-Markers Scale (Saucier, 1994) was used to measure the Big-Five personality traits of interns while the Perceived Person-Organization (P-O) Fit Scale (Saks & Ashforth, 1997) was used to match the fit between an intern and their internship organization. Internship Satisfaction was measured by the Minnesota Satisfaction Questionnaire Short-Form (MSQ-SF; Weiss, Dawis, England, & Lofquist, 1967), an instrument that was adapted to internships to measure Intrinsic, Extrinsic, and General Satisfaction. Lastly, Commitment to Teaching was measured by the Occupational Commitment to Teaching Scale (Klassen & Chiu, 2011), and Intention to Quit was measured by the Intention to Quit Scale (Klassen & Chiu, 2011). The first hierarchical multiple regression was performed to determine the significant predictors of Internship Satisfaction. Results indicated that Agreeableness, Openness, and Perceived P-O Fit were significant predictors of Internship Satisfaction. Perceived P-O Fit was found to be the best predictor of Internship Satisfaction, accounting for 41% of the change in variance. The Big-Five personality traits and P-O Fit accounted for 52% of the variance in Internship Satisfaction. A second hierarchical multiple regression was performed to determine significant predictors of Commitment to Teaching and Intention to Quit. Agreeableness was significantly associated with Commitment to Teaching, while Extraversion was significantly associated with both Commitment to Teaching and Intention to Quit. Perceived P-O Fit and Internship Satisfaction were both significant predictor of Commitment to Teaching and Intention to Quit. Additional analyses examined the correlations between the personality traits of Agreeableness and Openness with individual items of Internship Satisfaction. Also, an additional analysis identified the significant correlations between individual items of Internship Satisfaction and Commitment to Teaching/Intention to Quit. Open-ended comments were analyzed to provide a fuller explanation of quantitative data. Lastly, an additional analysis (independent t-test) was performed to determine if any significant differences existed between the means of variables from the Spring 2020 cohort to the Spring 2021 cohort. A discussion of the findings is given, followed by the study's limitations, and the implications for theory, practice, education and training, and research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798460425716Subjects--Topical Terms:

1180475
Personality psychology.
Subjects--Index Terms:

Big-Five personality traitsIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Perceived Person-Organization Fit, Internship Satisfaction, and Personality Traits on Commitment to Teaching and Intention to Quit of Pre-Service Teacher Interns.
LDR:04395ntm a22003857 4500 001 1149023
005 20240930130029.5
006 m o d
007 cr bn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798460425716
035 $a (MiAaPQ)AAI28499605
035 $a AAI28499605
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Murphy, David H. $3 1475143
245 1 4 $a The Impact of Perceived Person-Organization Fit, Internship Satisfaction, and Personality Traits on Commitment to Teaching and Intention to Quit of Pre-Service Teacher Interns.
264 0 $c 2021
300 $a 1 online resource (214 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
500 $a Advisor: Osborn, Debra;Dozier, V. Casey.
502 $a Thesis (Ph.D.)--The Florida State University, 2021.
504 $a Includes bibliographical references
520 $a The current study examined the impact of Big-Five personality traits, Perceived Person-Organization Fit, and Internship Satisfaction on Commitment to Teaching and Intention to Quit of pre-service teachers during their internship. The sample was comprised of 114 pre-service teachers who were completing their final semester-long internship of their combined five-year bachelor's/master's degrees in education. The current study had one theoretical foundation: the Theory of Work Adjustment (TWA). The Mini-Markers Scale (Saucier, 1994) was used to measure the Big-Five personality traits of interns while the Perceived Person-Organization (P-O) Fit Scale (Saks & Ashforth, 1997) was used to match the fit between an intern and their internship organization. Internship Satisfaction was measured by the Minnesota Satisfaction Questionnaire Short-Form (MSQ-SF; Weiss, Dawis, England, & Lofquist, 1967), an instrument that was adapted to internships to measure Intrinsic, Extrinsic, and General Satisfaction. Lastly, Commitment to Teaching was measured by the Occupational Commitment to Teaching Scale (Klassen & Chiu, 2011), and Intention to Quit was measured by the Intention to Quit Scale (Klassen & Chiu, 2011). The first hierarchical multiple regression was performed to determine the significant predictors of Internship Satisfaction. Results indicated that Agreeableness, Openness, and Perceived P-O Fit were significant predictors of Internship Satisfaction. Perceived P-O Fit was found to be the best predictor of Internship Satisfaction, accounting for 41% of the change in variance. The Big-Five personality traits and P-O Fit accounted for 52% of the variance in Internship Satisfaction. A second hierarchical multiple regression was performed to determine significant predictors of Commitment to Teaching and Intention to Quit. Agreeableness was significantly associated with Commitment to Teaching, while Extraversion was significantly associated with both Commitment to Teaching and Intention to Quit. Perceived P-O Fit and Internship Satisfaction were both significant predictor of Commitment to Teaching and Intention to Quit. Additional analyses examined the correlations between the personality traits of Agreeableness and Openness with individual items of Internship Satisfaction. Also, an additional analysis identified the significant correlations between individual items of Internship Satisfaction and Commitment to Teaching/Intention to Quit. Open-ended comments were analyzed to provide a fuller explanation of quantitative data. Lastly, an additional analysis (independent t-test) was performed to determine if any significant differences existed between the means of variables from the Spring 2020 cohort to the Spring 2021 cohort. A discussion of the findings is given, followed by the study's limitations, and the implications for theory, practice, education and training, and research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Personality psychology. $3 1180475
650 4 $a Education. $3 555912
650 4 $a Counseling psychology. $3 963782
653 $a Big-Five personality traits
653 $a Internships
653 $a Pre-service teachers
653 $a Theory of Work Adjustment
655 7 $a Electronic books. $2 local $3 554714
690 $a 0603
690 $a 0515
690 $a 0625
710 2 $a The Florida State University. $b Educational Psychology & Learning Systems. $3 1148496
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 83-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28499605 $z click for full text (PQDT)