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

Work engagement among health professionals in public health facilities of Bench-Sheko zone, southwest Ethiopia

BACKGROUND

The level of health professional work engagement affects retention, burnout, job satisfaction, patient satisfaction, and outcomes; however, there is a paucity of evidence that benefit health professional work engagement. Therefore, this study aimed to assess work engagement and associated factors among health professionals at public health facilities in the Bench-Sheko zone in southwest Ethiopia.

METHODS

Facility-based cross-sectional study was conducted among 605 health professionals from 29 March to 29 April 2021. A simple random sampling technique was used to select the participants. Data were collected using a self-administered questionnaire. Linear regression was fitted and those variables with p-value < 0.2 in simple linear regression were entered into multiple linear regression analysis. Unstandardized β-coefficient with 95% CI and p-value < 0.05 were used as the cut of points to determine the factors associated with work engagement.

RESULTS

Mean score percentage of work engagement was 71.8%. Health center staff (β = 0.31; 95% CI: 0.22, 0.40), married professionals (β = 0.10; 95% CI: 0.005, 0.17), co-worker support (β = 0.06; 95% CI: 0.004, 0.11), role clarity (β = 0.14; 95% CI: 0.07, 0.21), reward (β = 0.10; 95% CI: 0.05, 0.15), resilience (β = 0.14 95%; CI: 0.07, 0.21), self-efficacy (β = 0.24; 95% CI: 0.16, 0.31) and optimism (β = 0.20; 95% CI: 0.15, 0.26) were positively associated with work engagement. On the contrary, cognitive demand (β= -0.06; 95% CI: -0.11, -0.01) was negatively associated with work engagement.

CONCLUSION

In this study, health professionals had a moderate level of work engagement. Health facilities shall improve their culture of co-worker support, role clarity, reward, resilience, self-efficacy, and optimism to enhance work engagement. Future researchers shall be done further studies to evaluate the relationship between cognitive demand and work engagement among health professionals.

"I-just-wanna-get-by" hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy

Motivation deficit in low- and middle-income countries (LMICs) has implications for teacher well-being and education outcomes. This study, utilizing the job demand resource (JD-R) theory, explores the role of teacher identity as a motivational resource that antecedes emotional labor strategies - deep acting and surface acting. We further examined the relationship between emotional labor strategies and teacher work withdrawals - presenteeism and lateness, and the intervening role of teacher emotional exhaustion. We tested our theoretical model using 574 preschool teachers in Ghana. We found that teacher identity relates positively to deep acting but negatively to surface acting. And that deep acting relates to work withdrawals negatively whilst surface acting is associated with them positively. Deep acting diminishes work withdrawals because of its capacity to prevent emotional exhaustion, but the mediation role of emotional exhaustion in surface acting and work withdrawal links was non-significant. Our study presents preliminary evidence from an emerging economy on the central role of teacher identity (motivation component) in emotion management in an attempt to reduce emotional strain, thereby lessening negative work behaviors.

Emotional Intelligence and Teachers' Work Engagement: The Mediating and Moderating Role of Perceived Stress

A growing number of studies have tested the relationship between personal resources (e.g. emotional intelligence) and indicators of occupational well-being, including work engagement. However, few have examined health-related factors moderating or mediating the pathway from emotional intelligence to work engagement. A better knowledge of this area would contribute substantially to the design of effective intervention strategies. The present study's main goal was to test the mediating and moderating role of perceived stress in the association between emotional intelligence and work engagement. The participants comprised 1166 Spanish teaching professionals (744 of whom were female and 537 worked as secondary teachers; M_age = 44.28 years). The results showed that perceived stress partially mediated the link between emotional intelligence and work engagement. Moreover, the positive relationship between emotional intelligence and work engagement was strengthened among individuals who scored high in perceived stress. The results suggest that multifaceted interventions targeting stress management and emotional intelligence development may facilitate engagement in emotionally demanding occupations such as teaching.

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

The benefits of gratitude in the workplace, in general, and for teachers, in particular, are still understudied. In the present study, we investigated whether teachers' trait gratitude is linked to their work engagement and burnout. Moreover, we explored whether perceived job demands and job resources mediate the relation between employees' gratitude and these two outcomes. A sample of 312 Romanian teachers participated in the study. Participants filled out questionnaires assessing trait gratitude, perceived job characteristics, as well as burnout and work engagement. Results indicated that teachers' trait gratitude was positively associated with their work engagement and negatively with burnout. The relation between trait gratitude and work engagement was mediated by perceived job resources, whereas the link between trait gratitude and burnout was mediated by both job demands and job resources. Our findings suggest that educational institutions could cultivate teachers' gratitude in order to create a healthier and more motivated workforce.

Special education teachers' emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory's perspective

Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers' social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.

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

Employing a sequential mixed-methods design, the current study examined the role of Chinese EFL teachers' emotion regulation and resilience in predicting their work engagement. To this end, 314 Chinese EFL teachers with various academic degrees and teaching experiences were opted from different schools, institutes, and universities of China. To obtain the quantitative data, Utrecht Work Engagement Scale (UWES), Connor–Davidson Resilience Scale (CD-RISC), and Emotion Regulation Questionnaire (ERQ) were electronically distributed among participants. Performing correlational analyses, a strong association was found between teacher resilience and work engagement. The inspection of the correlations also revealed a moderate correlation between cognitive reappraisal and resilience as well as cognitive reappraisal and work engagement. To probe the predictability power of teacher resilience and emotion regulation (cognitive reappraisal), structural equation modeling (SEM) was performed. The results of the SEM analysis demonstrated that Chinese EFL teachers' work engagement was predicted significantly and favorably by their resilience. Using semi-structured interviews, some qualitative data were also collected to fully understand Chinese EFL teachers' perceptions of work engagement. The thematic analysis (TA) of Chinese EFL teachers' responses to interview questions resulted in two main themes and 14 sub-themes, revealing extrinsic and intrinsic factors contributing to teaching engagement. The findings of TA illuminated that both personal resources and job resources can predict teaching engagement. The pedagogical implications for administrators and teacher trainers are further discussed.

The Effect of Ethical Leadership on Work Engagement and Workaholism: Examining Self-Efficacy as a Moderator

This study aims to investigate how ethical leadership can influence work engagement and workaholism through the potential moderating effect of self-efficacy. There have been debates on the similarities, their negative correlation, and differences between these two work outcomes. To show one new aspect of evidence regarding the debate, we chose ethical leadership as the common antecedent of the outcomes and analyzed the relationships while considering a boundary condition, self-efficacy. For this purpose, using an online questionnaire, we collected primary data from 80 graduate students from a university in Indonesia. An experimental research design was applied, and we used t-test and hierarchical regression analysis to confirm the relationship mentioned above. Results indicate that ethical leadership has a positive effect on work engagement, while it has an insignificant effect on workaholism. Moreover, self-efficacy did not moderate the relationships between ethical leadership and work engagement, or ethical leadership and workaholism. One novelty of the present study is the finding of different consequences of the two “similar” work outcomes from ethical leadership. Implications, limitations, and direction for future research are also discussed.