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Abstract

Educational supervision is integral to the policy framework for compulsory education to ensure quality and equity in education. Most previous studies indicated that receiving educational supervision brings more perceived pressure on teachers, which leads to work withdrawal behavior. However, this study argues appropriate feedback may act as a buffer against this negative path. To clarify the complex psychological mechanisms, this study introduces work alienation as a mediating variable. Based on the Job Demands-Resources model (JD-R), this study surveyed 393 compulsory education teachers in China who were undergoing educational supervision and developed a moderated mediator model by using instruments such as the Perceived Stress Scale (PSS-C), Work Withdrawal Behavior Scale (WWBS-C), Work alienation Scale (WAS), and TALIS Feedback Questionnaire (TFQ). The results indicate that teacher perceived stress is positively correlated with work withdrawal behavior, in which work alienation plays a completing mediating role. Additionally, feedback moderates the progression from work alienation to work withdrawal behavior. More importantly, attitude-based feedback methods appear to be more effective than outcome-based feedback methods in reducing teachers’ negative emotions and behaviors toward educational supervision. The implications for the field and future directions are discussed.

Keywords

teacher perceived stress work withdrawal behavior work alienation feedback educational supervision

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The Moderating Role of Feedback in the Mediated Relationship Between Teacher Perceived Stress and Work Withdrawal Behavior: A Study in Educational Supervision

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