Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Abstract

Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants' well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.

Teachers’ well-being from the social psychological perspective

“…With the rise of optimistic psychology in the research community, new ways of discussing discussions on teacher well-being are circulating [14], [15]. Teacher well-being has gained a lot of interest over the past few decades [16], [17] states that the positive ratio (ratio between positive and negative emotions) experienced by teachers will increase their work engagement, which in turn will positively affect well-being them. Many scholars found that personal resources (self-esteem, optimism, self-efficacy, and active coping) have been positively related to work engagement and psychological well-being and negatively associated with exhaustion [18], [19].…”

Work Engagement and Associated Factors Among Dental Nurses in China

“…Nurses' subjective well-being is very important for both individuals and organizations, as it helps increase job stability and satisfaction [48]. In many studies on subjective wellbeing, work engagement was found to be an intermediary factor [49], which meant that an increasing level of work engagement could indirectly improve an individual's subjective well-being. Subjective wellbeing was found to be moderately related to work engagement among Polish individuals [50].…”

The mediating role of psychological well-being in the relationship between the psychological contract and professional engagement

“…Professionally engaged employees are engrossed in and focused on their jobs and tend to increase their commitment to their jobs over time (Schaufeli et al, 2002). The topic of professional engagement has been widely researched in the field of education (Kozikoglu & Senemoglu, 2018;Rusu & Colomeischi, 2020). The teaching profession requires content knowledge and specific competencies, as well as competencies related to positive human relationships and problem-solving.…”

“…Teachers who are dedicated to fulfilling the requirements of their profession and who focus on the work they do are evaluated in the context of professional engagement (Granziera & Perera, 2019). Psychological well-being is also a predictor of professional engagement (Rusu & Colomeischi, 2020;Shimazu et al, 2012) as teachers with high levels of professional engagement perform their jobs at a higher level (Spilt et al, 2011).…”