Work Engagement, Organisational Commitment, Job Resources and Job Demands of Teachers Working Within Disadvantaged High Schools in Kwazulu-Natal, South Africa

Field, Lyndsay K.; Buitendach, Johanna H.

doi:10.1080/14330237.2012.10874525

Cited by 25 publications

(12 citation statements)

References 2 publications

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“…It is affected by both internal and external factors. Teachers' work engagement is a positive inner state that mirrors their professional life, performance, satisfaction, and quality (Field and Buitendach, 2012). It has three dimensions, namely vigor (having energy, resilience, willingness, and persistence when working), dedication (a sense of importance, pride, inspiration, enthusiasm, and challenge), and absorption (being profoundly engrossed in one's work in a way that he/she enjoys working constantly and time passes quickly in his/her view).…”

Section: Teachers' Work Engagement: Definitions and Dimensionsmentioning

confidence: 99%

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

2021

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As the forerunners of education, teachers and their psycho-affective variables have been the focus of numerous studies in the past decades. To add to this line of inquiry, the present study aimed to scrutinize the correlation among English as a foreign language (EFL) teachers' self-efficacy, work engagement, and reflection in the context of China. To do so, three previously validated questionnaires related to each of the variables were distributed among Chinese EFL teachers with various experiences and academic degrees, and a sample of 614 completed the questionnaires. The results of Pearson's Product-moment correlation revealed that the participants' self-efficacy, work engagement, and reflection were positively correlated. Moreover, the results of regression analysis and ANOVA demonstrated that Chinese EFL teachers' self-efficacy and work engagement significantly predicted their reflection. The findings have viable takeaways for EFL teachers and teacher education programs in that they can invest more time and energy in promoting psychological factors in teaching the English language along with pedagogical issues.

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Section: Teachers' Work Engagement: Definitions and Dimensionsmentioning

confidence: 99%

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

2021

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“…It follows that teacher work engagement is a significant predictor of their job performance (Bakker & Bal, 2010), job satisfaction (Field & Buitendach, 2012;Saks, 2019;Simbula & Guglielmi, 2013), motivation (Høigaard et al, 2011), organizational commitment (Saks, 2019) and it directly impacts their instructional outcomes (Bakker & Bal, 2010) and feelings such as happiness and enthusiasm (Bakker & Demerouti, 2008). Positive emotions, then, triggers teacher emotional feelings and fosters creativity and innovation among them (Yongxing et al, 2017).…”

Section: Work Engagementmentioning

confidence: 99%

Towards teacher innovative work behavior: A conceptual model

Hosseini

Shirazi

2021

Cogent Education

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“…Second, most studies focus on teachers’ autonomy support from the perspective of empowerment ( Hakanen et al, 2006 ; Field and Buitendach, 2012 ). Only a limited number of studies have attempted to explain why teacher autonomy might predict positive teaching outcomes from a psychological perspective ( Skaalvik and Skaalvik, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

Zhang

2021

Front. Psychol.

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Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

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Work Engagement, Organisational Commitment, Job Resources and Job Demands of Teachers Working Within Disadvantaged High Schools in Kwazulu-Natal, South Africa

Cited by 25 publications

References 2 publications

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

Towards teacher innovative work behavior: A conceptual model

How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

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