Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement

Abstract

The purpose of the study was to examine the causal relationship between teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory factor analysis, structural equation modeling, and univariate statistical analyses were employed to analyze the data. Results of the analyses established that job satisfaction mediated the relationship between teachers' emotional intelligence and work engagement. The findings also revealed that emotional intelligence positively affected professional identity directly and indirectly through job satisfaction. It was further revealed that female teachers exhibited more professional identity and were more satisfied than their male counterparts. The study concluded with the recommendation that for Ghanaian teachers to be actively engaged with their job, they should be provided with the opportunity to develop and improve their emotional intelligence. It was also recommended that a module on emotional intelligence be included in the curriculum for training pre-service teachers.

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

“… Van Der Want et al (2019) found a significant relationship between teachers’ professional identity and work engagement. Butakor et al (2021) found that teachers’ professional identity is considered an essential issue in instructors’ engagement with their job, which regulates learners’ educational success. They also argued that emotional intelligence positively influenced teacher professional identity and job satisfaction which affected work engagement.…”

The Mediating Role of Organizational Commitment on the Relationship Between Emotional Labor and Work Engagement of Teachers

“…Teachers’ WE can be regarded as important in terms of overall success of schools because previous research found statistically significant and positive relationships between teacher WE and student achievement ( Wilson and Corcoran, 1988 ; Bakker, 2005 ). Cardwell (2011) also argued that one of the predictors of student engagement is teacher engagement (cited in Butakor et al, 2020 ). Engaged teachers achieve more than their formal responsibilities and duties and support their students academically by following various approaches and methods resulting in better a academic performance ( Kirkpatrick, 2009 ; Ariani, 2013 ).…”

The Mediating Role of Job Satisfaction Between Quality in Work Factors and Work Engagement

“…There is currently a discussion in the literature regarding the causal order between JS and WE (Yalabik, Popaitoon, Chowne, & Rayton, 2013). On the one hand, some studies show that highly engaged employees are characterized by being more immersed and dedicated to their work as a consequence of how challenging and inspiring it is, thus triggering higher JS (Karanika-Murray, Duncan, Pontes, & Griffiths, 2015;Lu et al, 2016); and on the other, previous evidence also indicates that WE is an active state that is strongly influenced by employees' JS (Butakor, Guo, & Adebanji, 2021;Vokić & Hernaus, 2015). In this sense, this research suggests JS as a predictor…”