Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience

Li, Ruoxuan; Liu, Hongrui; Chen, Yunxiang; Yao, Meilin

doi:10.1007/s12144-019-00575-5

Cited by 25 publications

(24 citation statements)

References 53 publications

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“…Therefore, future research inquiring about dimensions impacting ICT should also consider organizational issues. Considering that continuing professional development is conceived as a personal resource positively associated with work engagement [67], it is important to study which kind of ICT training could better promote a positive introduction of ICT at school. In general, it is recommended to highlight the link between ICT training and work engagement.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences

et al. 2022

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Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT training can also affect teachers’ work engagement. The present study aims to explore the differences among different school levels concerning work engagement, burnout, and interest toward ICT training. Furthermore, we study the extent to which teachers’ burnout and interest toward ICT training predict work engagement, taking into account the school level. The participants were 358 Italian teachers of primary, middle, and high school. We proposed to fill out the Utrecht Work Engagement Scale, the Copenhagen Burnout Inventory, and three ad hoc items assessing interest toward ICT training among 358 Italian teachers. To compare the school levels, an ANOVA and a Multiple regression analysis for each group corresponding to a different school level has been used. Results showed that: (a) primary school teachers have a higher level of work engagement and interest in ICT training compared to their colleagues at high schools; (b) burnout predicts work engagement in all school levels; (c) interest toward ICT training influences work engagement only in primary and high school. Cultural and contextual dimensions are considered when interpreting the results. Implications for teachers’ enhancing their commitment at work are discussed, as well as limitations of this study and possible further development.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences

et al. 2022

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“…Few studies (e.g., Nayyar et al, 2013 ; Li et al, 2019 ; Topchyan and Woehler, 2020 , etc.) have investigated the relationship between teachers’ work engagement and demographical variables, and personality traits.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Using job demands-resources as a model of studying, Huang et al (2016) showed the significant effect of self-efficacy and positive attitude on teacher engagement. Li et al (2019) investigated the effect of continuing professional development and years of instructional experience on teachers’ work engagement and self-efficacy. They found out that job involvement is significantly correlated with teacher self-efficacy.…”

Section: Review Of Literaturementioning

confidence: 99%

Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

Li-ping

2022

Front. Psychol.

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Teachers’ work engagement is considered an essential component in instruction. Accordingly, the emphasis should be over physical and mental predictors of this construct. In this line, this study investigates the relationship between Chinese English as a Foreign Language (EFL) teachers’ individual self-efficacy, collective efficacy, and work engagement. To this end, 300 Chinese instructors (males = 96, females = 204) from different colleges and universities participated in this study. The questionnaires were distributed among teachers with different educational levels and experiences. Linear multiple regression was used as a measure for data analysis. The findings showed the significant correlations between teachers’ work engagement, self-efficacy, and collective efficacy. Comparing the predictability power, teachers’ self-efficacy (B = 0.57) proved to have a higher index compared to their index of collective efficacy competence (B = 0.22). This study concluded that self-efficacious teachers and teachers who believe in collective efficacy are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, administrators, and advisors.

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“…Research on teacher engagement is burgeoning. Teacher engagement has been linked to a number of factors ranging from job satisfaction to perceived self-efficacy (Li, et al 2019;Perera et al 2018;(Salanova et al 2010;Topchyan and Woehler 2020;Upadyaya et al 2016). Upadyaya et al's (2016) study linked engagement with decreased burnout and increased life satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

Sarıçoban¹,

Kırmızı²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of the present study is to see potential correlations between and among pre-service EFL teachers' epistemological cognitions, perceived engagement levels, and instructional preferences. To this end, 149 preservice teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers' instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching.

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Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience

Cited by 25 publications

References 53 publications

Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences

Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences

Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

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