Reflective teaching and academic optimism as correlates of work engagement among university instructors

IntroductionThis research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China.MethodsThe study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis.ResultsThe analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion.DiscussionMediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs.ConclusionThe study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Wang,

Yang,

Chen

et al. 2024

“…The components constituting work engagement encompass vigor, dedication, and absorption. Vigor embodies high energy levels, mental resilience, and a proactive approach to work, often observed in teachers displaying enthusiasm, persistence, and zest in tackling challenges (Schaufeli et al, 2006;Li et al, 2023). Dedication involves a profound sense of significance, enthusiasm, and purpose in work, reflecting teachers' commitment and fulfillment in contributing to students' educational development (Schaufeli et al, 2006;Bakker and Demerouti, 2008).…”

Section: Work Engagementmentioning

confidence: 99%

Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: a structural equation modeling approach

Wang

2024

IntroductionThis study delves into the intricate relationships among workload, perceived organizational support, work engagement, and psychological wellbeing within the context of 572 secondary school teachers in China.MethodsUtilizing structural equation modeling (SEM), this research rigorously examined construct validity and the intricate interrelationships among latent variables. The data were collected and analyzed to determine the associations between workload, perceived organizational support, work engagement, and psychological wellbeing.ResultsThe findings unveiled compelling negative associations between workload and perceived organizational support, workload and work engagement, and workload and psychological wellbeing among the secondary school teachers. Conversely, positive correlations emerged between perceived organizational support, work engagement, and psychological wellbeing. The structural equation modeling analysis demonstrated strong fit indices, affirming robust alignment with the anticipated models.DiscussionMediation analyses further elucidated the significance of work engagement as a mediator in the relationships between workload and psychological wellbeing, as well as between perceived organizational support and psychological wellbeing. These results underscore the pivotal role of work engagement in shaping the impact of workload and organizational support on the psychological wellbeing of secondary school teachers in Chinese educational settings.

“…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 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

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

Cao,

Zhang

2023

IntroductionThis research aimed to investigate the influence of value congruence on EFL (English as a Foreign Language) teachers’ work engagement, with a focus on the mediating role of teacher enthusiasm.MethodsA sample of EFL teachers (N = 453) in China participated in the study. Data were collected using self-report measures, including the Value Congruence Scale, Teacher Enthusiasm Scale, and Work Engagement Scale. Structural equation modeling was employed to analyze the data and test the proposed model.ResultsThe results revealed that value congruence had a significant positive direct effect on work engagement. Furthermore, teacher enthusiasm was found to mediate the relationship between value congruence and work engagement.DiscussionThese findings suggest that when EFL teachers perceive a congruence between their personal values and the values upheld by their educational institutions, they are more likely to experience higher levels of work engagement, and this relationship is partially explained by their level of enthusiasm. The study contributes to the understanding of the factors that influence EFL teachers’ work engagement and highlights the importance of value congruence and teacher enthusiasm in fostering a positive work environment. These findings have implications for the development of interventions and practices aimed at enhancing EFL teachers’ well-being and job satisfaction.