Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being

Abstract

In the field of language-education psychology, the psychology of educators was not at the center of attention to some extent, despite the immense attention given to the psychology of students. Recently, positive psychology has become very important as it puts more emphasis on the constructive dimensions of life and it regards individual well-being as a major problem for individuals’ achievement. Since the core of an instructing institution is the educators, their well-being must be prioritized in the academic circumstances to both improve students’ skills and to motivate and inspire participation and involvement in the class. Moreover, teacher engagement is viewed as another significant factor in this realm that refers to people’s outlook toward their job, impacting their emotional attendance and engagement during their presentation. Also, there is an inner force that pushes educators to put more time and strength in maintaining participation in the school that is called educator commitment that is determined on evolving the school builds an emotive connection between educators and schools. It eventually encourages educators to improve their instructing careers and find ways to create a successful educational setting that would enable learners to attain their goals. In addition, teacher self-efficacy, including educators’ convictions in their skill to successfully manage assignments, responsibilities, and difficulties associated with their expert activity, has an important function in affecting key scholastic results in the career setting. By taking the aforementioned constructs, this review of literature provides implications for academics, teachers, and policymakers in search of better considering the functions of commitment and self-efficacy on their work engagement and well-being.

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

“…The distinguishing feature of this model is that it adds a dimension for assessing social engagement (energy devoted to establishing relationships) and its causal explanations among teachers. Recent studies by Silva et al (2020) , Topchyan and Woehler (2020) , and Shu (2022) confirmed and supported the good psychometric qualities of the ETS in educational settings.…”

“…Due to different conceptualizations and various definitions of the concept of work engagement, inconsistencies developed in the way it was assessed ( Schaufeli and Salanova, 2011 ; Klassen et al, 2013 ; Kuok and Taormina, 2017 ; Shu, 2022 ). In this study, the Engaged Teacher Scale (ETS) was utilized, which was developed and validated by Klassen et al (2013) .…”

The behavioral mechanism of Chinese college teachers' teaching engagement: A qualitative study based on the grounded theory

“…Some other studies have found that the teaching engagement of college teachers is related to the characteristics of teachers' emotional structure. For example, numerous studies have shown that teachers' self‐efficacy and self‐reflective consciousness have a significant positive relationship with their teaching engagement (Ge, 2022; Han & Wang, 2021; Shu, 2022; Skaalvik & Skaalvik, 2016; Stephanou & Oikonomou, 2018; Tschannen‐Moran & Hoy, 2001). Faskhodi and Siyyari found that teachers' burnout and exhaustion as negative emotional factors significantly negatively affect teachers' teaching engagement (Amini Faskhodi & Siyyari, 2018).…”

Primary school teachers are immune: a journey in the sea of psychological well-being, buoyancy, and engagement

“…According to [ 20 ], work engagement is a concept that expresses an individual’s desire for participation and satisfaction in their employment. Put simply, when a person dedicates their whole effort to their job, it is called work engagement [ 21 , 22 , 23 ]. provided the first definition of work engagement as the process of physically, mentally, and emotionally immersing oneself in one’s work duties.…”