Temporal orientation and the teaching life cycle: pathways linking teachers' growth, recognition, and performance across two studies.

ABSTRACT: This research examines how professional growth, achievement recognition, and temporal orientation interact to shape teaching performance among Chinese secondary school teachers. Two complementary studies were conducted: Study 1, a cross-sectional survey, and Study 2, an experiment manipulating temporal orientation. Study 1, involving 234 teachers, showed that professional growth was positively associated with teaching performance and that a small but statistically significant indirect effect via achievement recognition emerged, despite uncertainty in the strength of the path from professional growth to recognition. Study 2, with 253 participants, showed that experimentally inducing a long-term (vs. short-term or control) time orientation increased mean levels of recognition, professional g

SUBMITTER: Meng L 

PROVIDER: S-EPMC12827188 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature