Work engagement is widely acknowledged as an influential element in teachers’ professional success; thus, remarkable attention has been paid to the physical and psychological predictors of this construct. Yet, the antecedents of English as a foreign language (EFL) teachers’ work engagement have rarely been studied. To narrow the existing gap, the current inquiry aimed to delve into the psychological determinants of teacher work engagement by scrutinizing the role of psychological well-being and self-efficacy in Chinese EFL teachers’ engagement. To this end, three close-ended questionnaires were given to 304 Chinese EFL teachers via WeChat messenger. Conducting correlational analyses, positive and substantial relationships were discovered between psychological well-being, self-efficacy, and teaching engagement. The function that psychological well-being and self-efficacy may serve in Chinese EFL teachers’ engagement was also assessed using path analysis. Chinese EFL teachers’ work engagement was found to be considerably affected by their sense of efficacy and well-being. Some pedagogical implications that might be noteworthy for teachers and institutional administrators are finally discussed.

PurposeTechnostress is becoming one of the main challenges among employees in the increasingly digital work context. Following the job demands-resources (JD-R) theory, this study aims to understand how technostress (e.g. techno-overload, techno-complexity, techno-insecurity and techno-uncertainty) decreases employees’ work well-being through exhausting one’s emotional and physical resources (i.e. work exhaustion), and to what extent workplace knowledge diversity could buffer this relationship.Design/methodology/approachThe authors collected three-wave data of 235 employees from three manufacturing companies in China. They conducted a moderated mediation model to test their hypotheses.FindingsThe results showed that work exhaustion mediated the relationship between technostress and employee work well-being and that perceived workplace knowledge diversity buffered this indirect effect.Originality/valueThis study might be one of the first attempts using the JD-R theory together with a three-wave longitudinal survey design to empirically examine the mediating role of work exhaustion and the moderating role of workplace knowledge diversity. The authors contribute to the information and technology management literature by underscoring the importance of being aware of technostress and managing technology-induced work exhaustion. They highlight that a knowledge-diverse work environment is an essential context that can help employees to handle difficult and complex tasks presented by various technologies and alleviate experienced technostress.