The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach

Abstract

This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model—that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

“…They assumed that their personal resources such as sense of responsibility, sense of accomplishment, being resilient at work, and being able to regulate one's emotions can assist them to get more involved in their profession. This finding resonates with the outcomes of some previous studies (Bakker and Demerouti, 2008;Hultell and Gustavsson, 2011;Yuan and Zhang, 2017;Mérida-López et al, 2020;Xie and Derakhshan, 2021) highlighting the power of teachers' personal resources in predicting their work engagement.…”

“…In this regard, Cardwell (2011) also stated that high levels of teacher professional engagement have a favorable impact on teaching quality. Due to the pivotal role of teachers' engagement in the adequacy of their instruction, a growing body of research has been conducted on the factors contributing to EFL/ESL teachers' work engagement (e.g., Hultell and Gustavsson, 2011;Mérida-López et al, 2020;Greenier et al, 2021). To pursue this line of inquiry, the present study aims to examine the role of emotion regulation and teacher resilience as predictors of Chinese EFL teachers' work engagement.…”

Relationship between Emotional Intelligence and Burnout in non-formal teachers of people with disabilities

“…Also, between EI and Dispositional Optimism (3.732) and negatively, EI and Burnout (-3.398). From the present study, an analysis of the moderate progressive and absolute adjustment values is shown, coinciding with other investigations, where EI is related to a greater or lesser level of attrition in professionals in the field of education (Mérida-López et al, 2020). Other studies focus their content on the level of acquired emotional competencies needed for optimum adaptive behaviour as a preventive measure against burnout (Usán-Supervía et al, 2018).…”

How trait gratitude relates to teachers’ burnout and work engagement: job demands and resources as mediators

“…These negative effects are all the more concerning, seeing the high prevalence rates of burnout in this professional category (García-Carmona et al, 2019 ). In contrast, teachers’ work engagement is associated with positive outcomes, such as reduced withdrawal intentions (e.g., Mérida-López et al, 2020 ) an increased sense of teaching efficacy (e.g., Minghui et al, 2018 ), in addition to higher levels of self-reported job performance and job satisfaction (Høigaard et al, 2012 ; Li et al, 2017 ; Song et al, 2018 ). Therefore, seeking to cultivate teachers’ work engagement and to decrease their burnout symptoms is essential.…”