Scholarlink

<p>The implementation of teacher exchange rotation (TER) programs is recognized as a strategy for supporting teachers’ professional growth. The effectiveness of TER programs is complicated by a lack of understanding of the psychological mechanisms at work and the interaction of individual teacher characteristics. Additionally, the importance of cross-cultural competence as a moderator in the relationship between teaching quality and job satisfaction has been ignored in previous research. To fill this gap, the current study evaluates the relationships between the physical education (PE) teacher exchange program on teaching quality (TQ), the mediating role of job satisfaction (JS), and the moderating role of cross-cultural competence (CCC). The study aspires to provide novel perspectives into the mechanisms underlying the association of TER with teaching quality. This cross-sectional study was conducted with a sample of 537 PE teachers. PROCESS Models 4 and 59 were used for executing mediation and moderated mediation analyses, respectively. The confidence intervals were estimated using 5000 bootstraps in all analyses, and the model included gender and age as control variables. Conditional indirect effects were used to show the moderated mediation relationships in cross-cultural competence values. The findings showed that the TER program had a significant direct effect on teaching quality (β = 0.433, <i>p</i> &lt; 0.001) and an indirect effect of TER→JS (β = 0.257, <i>p</i> &lt; 0.001) and JS→TQ (β = 0.308, <i>p</i> &lt; 0.001) (partial mediation). The interactions TER×CCC→TQ (β = 0.086), TER×CCC→JS (β = 0.093), and CCC×JS→TQ (β = 0.078) were significant, revealing that cross-cultural competence had a strengthening role. The findings indicated that the PE teacher exchange program has the potential to be positively associated with teaching quality; however, the complete realization of this potential is heavily reliant on teachers’ cross-cultural competencies. Therefore, it is recommended that cross-cultural training be incorporated into the design of TER programs.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The role of PE teacher exchanges rotation (TER) in teaching quality: moderated mediation of job satisfaction and cross cultural competence

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月9日

查看全文
  • Xiang Peng,
  • Shixi Xie,
  • Ru Liu

摘要

The implementation of teacher exchange rotation (TER) programs is recognized as a strategy for supporting teachers’ professional growth. The effectiveness of TER programs is complicated by a lack of understanding of the psychological mechanisms at work and the interaction of individual teacher characteristics. Additionally, the importance of cross-cultural competence as a moderator in the relationship between teaching quality and job satisfaction has been ignored in previous research. To fill this gap, the current study evaluates the relationships between the physical education (PE) teacher exchange program on teaching quality (TQ), the mediating role of job satisfaction (JS), and the moderating role of cross-cultural competence (CCC). The study aspires to provide novel perspectives into the mechanisms underlying the association of TER with teaching quality. This cross-sectional study was conducted with a sample of 537 PE teachers. PROCESS Models 4 and 59 were used for executing mediation and moderated mediation analyses, respectively. The confidence intervals were estimated using 5000 bootstraps in all analyses, and the model included gender and age as control variables. Conditional indirect effects were used to show the moderated mediation relationships in cross-cultural competence values. The findings showed that the TER program had a significant direct effect on teaching quality (β = 0.433, p < 0.001) and an indirect effect of TER→JS (β = 0.257, p < 0.001) and JS→TQ (β = 0.308, p < 0.001) (partial mediation). The interactions TER×CCC→TQ (β = 0.086), TER×CCC→JS (β = 0.093), and CCC×JS→TQ (β = 0.078) were significant, revealing that cross-cultural competence had a strengthening role. The findings indicated that the PE teacher exchange program has the potential to be positively associated with teaching quality; however, the complete realization of this potential is heavily reliant on teachers’ cross-cultural competencies. Therefore, it is recommended that cross-cultural training be incorporated into the design of TER programs.