English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity

Abstract

Teacher-related variables have been considered as determining factors in shaping educational system. Teacher professional identity is also very important construct that affect teachers’ teaching practice Moreover, the positive and negative emotions are considered sporadically in Chinese English as a Foreign Language (EFL) educational contexts; however, and there is a paucity of research in investigating the relationship between work engagement as a positive emotion and teacher burnout as a negative workrelated factor. This review also tried to examine how teachers’ professional identity is affected by teachers’ positive and negative emotions in Chinese contexts. Earlier studies have verified that teacher burnout is significantly correlated with professional identity. The earlier investigations showed the mediating role of job resources, such as job satisfaction and obligation, in the correlation between teacher burnout and professional identity. Moreover, studies have shown a significant negative correlation between teacher burnout and work engagement. Some variables, including personal features, instructive environment, work difficulties, job capital, character strengths, self-efficacy, close relationship with school colleagues, and emotional intelligence, mediate the correlation between teacher burnout and work engagement. Finally, this review specified that teachers’ professional identity is regarded as a critical variable in fostering work engagement. Emotional intelligence was also considered a mediating variable that affected the relationship between teacher professional identity and work engagement. Moreover, the study has pedagogical implications and suggestions for different teacher educators, administrators, and advisors. The ideas can improve their awareness of teacher burnout, professional identity, and work engagement in instructive contexts.

Psychological resilience and work engagement of Chinese nurses: a chain mediating model of career identity and quality of work life

“…Furthermore, this study has demonstrated a good correlation between career identity, quality of work life, and work engagement. This is consistent with the findings of other scholars ( Remegio et al, 2021 ; Caricati et al, 2022 ; Xing, 2022 ). According to the social identity theory, an individual’s identity can influence their thinking, emotions, and conduct ( Cao et al, 2016 ).…”

Investigating the impact of value congruence on work engagement in EFL teachers: the role of teacher enthusiasm

“…It holds promising implications, including increased positive emotions, greater involvement and commitment, and improved job performance ( Bakker and Demerouti, 2008 ). In the context of language learning and teaching, EFL teachers’ work engagement is vital for fostering communicative and social involvement, impacting both teachers’ fulfillment, growth, and performance, as well as students’ active participation, academic achievement, and motivation ( Han and Wang, 2021 ; Derakhshan et al, 2022 ; Xing, 2022 ; Li et al, 2023 ; Nazari et al, 2023 ; Zhang et al, 2023b ).…”

“…Work engagement plays a vital role in shaping EFL teachers’ professional experiences, influencing their motivation, well-being, and effectiveness within the classroom ( Xing, 2022 ). Numerous studies have delved into the factors that impact EFL teacher work engagement, shedding light on various teacher-related variables that contribute to this phenomenon.…”

Teacher Professional Identity, Work Engagement, and Emotion Influence: How Do They Affect Teachers’ Career Satisfaction

“…Professional identity refers to the teachers' positive attitudes and a strong sense of commitment to the profession [35]. It is a dynamic process [28] [36] as it can be expressed in the teachers' willingness to maintain their profession [35], teachers' behaviours including teaching efficiency and happiness in the classroom [28]. The improvement in the level of professional identity may occur before teaching practice such as when the level of professional identity of new teachers is different from that of expert teachers [37], in the teaching environment [38] or after teaching practice [39].…”

“…Because the deep reciprocal relationship between teachers and emotional satisfaction in environment, society, and workplace teaching can from the conceptualisation of teachers' professional identity [27]. Indeed, teachers' professional identity is considered as a critical variable in fostering work engagement, subsequently alongside with emotion influence on their self-efficacy [28]. Besides, teachers often have positive emotions at work may directly lead to a lasting and positive state of work engagement [29].…”