The effect of job stress on secondary school physical education teachers' work engagement: The mediating role of self‐efficacy

Abstract

The objective of this study is to investigate how work stress affects work engagement and how self‐efficacy mediates among secondary school physical education teachers. The link between work stress, engagement, and self‐efficacy of secondary school physical education teachers was examined using questionnaires and linear regression analysis with a sample of 400 secondary school physical education instructors from 32 primary and secondary schools in China. The findings indicated that the relationship between work stress and engagement of secondary school physical education teachers was increasing and then decreasing. When work stress exceeds a certain range, work engagement will decrease with the increase, but conversely, appropriate work stress could effectively promote work engagement and reduced the impact of stress on job engagement.

Understanding the influencing factors of foreign language teachers’ work engagement: A meta-analytic structural equation model

“…This conclusion successfully integrates research findings from Fathi et al [ 69 ], Kostić [ 57 ], and Wossenie [ 96 ], indicating that differences in emotional intelligence can lead to different beliefs in one's competence among foreign language teachers, which in turn affects work engagement. Similarly, studies has validated this conclusion for various groups, including Chinese language teachers [ 97 ], physical education teachers [ 98 ], and special education teachers [ 99 ]. Bandura [ 100 ] highlighted that ‘somatic information, communicated through physiological and emotional states,’ leads to the formation of beliefs about one's efficacy.…”