Date
5-20-2026
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Psychology (PhD)
Chair
Matt Ferdock
Keywords
Microlearning, Professional Development, Skill Refreshment, Continuous Learning, Workplace Learning, Teacher Development, Digital Learning, Job Satisfaction, Organizational Commitment, Teacher Retention, Employee Engagement, Teacher Well-Being, K-12 Teachers, Educator
Disciplines
Psychology
Recommended Citation
Garcia, Jessica, "Perceived Opportunities for Skill Refreshment via Microlearning and Its Impact on Job Satisfaction and Organizational Commitment Among K-12 Teachers" (2026). Doctoral Dissertations and Projects. 8540.
https://digitalcommons.liberty.edu/doctoral/8540
Abstract
Traditional professional development models often fail to provide the flexibility required by modern K-12 educators, contributing to increased stress and burnout. This non-experimental, cross-sectional study examined the relationship between perceived opportunities for skill refreshment via microlearning, short, on-demand modules, and teachers’ job satisfaction and organizational commitment. Grounded in SCT, COR Theory, and OST, the study surveyed 99 K-12 teachers in the United States using validated instruments and a researcher-developed scale. Results indicated that perceived microlearning opportunities significantly and positively predicted job satisfaction. Perceived microlearning opportunities also significantly predicted organizational commitment in the initial regression model. Job satisfaction, in turn, significantly predicted organizational commitment. Mediation analysis revealed that job satisfaction fully mediated the relationship between perceived microlearning opportunities and organizational commitment. Demographic variables, including gender, race, highest degree earned, and school setting, did not yield significant differences in the primary study variables. However, age demonstrated small but statistically significant positive correlations with job satisfaction and organizational commitment. Suggesting that microlearning serves as an organizational resource that enhances job satisfaction and organizational commitment by fulfilling psychological needs for growth and competence across levels of gender, race, age, degree, and school setting.
