Work engagement

The education of young children constitutes the foundation of their cognitive, social, emotional, and behavioural development. Teacher psychological capital, emotional intelligence, and work engagement are personal resources that may be associated with good teaching practices and child development as perceived by teachers. Using COR theory, this study examined the relationships among teacher psychological capital, emotional intelligence, work engagement, teaching effectiveness, and teacher-reported children's developmental outcomes of early childhood educators in Lagos State, Nigeria. The study employed a correlational research design. A sample of 202 early childhood educators was selected through a multistage sampling process, in which five children per teacher's classroom were selected, resulting in a total of 1,010 children rated using the Early Development Instrument (EDI). The data for the study were gathered using the Psychological Capital Questionnaire, the Wong and Law Emotional Intelligence Scale, the Utrecht Work Engagement Scale, the Classroom Assessment Scoring System (CLASS) Pre-K, and the EDI Teacher Version. The scores of five children per teacher were aggregated to measure teacher-level indicators of child developmental outcomes. Data analysis was done using Pearson product-moment correlation, multiple regression, and hierarchical multiple regression at the 0.05 level of significance. The results indicated significant positive correlations among the research variables. Psychological capital, emotional intelligence, and work engagement, both together and individually, made significant contributions to teaching effectiveness and teacher-rated children’s developmental outcomes. Teaching experience and school ownership also significantly moderated the relationship between the independent and dependent variables. This research therefore concludes that psychological capital, emotional intelligence, and work engagement are significant resources for teachers, contributing to teaching effectiveness and teacher-rated children’s developmental outcomes.

The aim of this systematic review is to comprehensively evaluate recent research examining the relationships between teachers’ psychological resilience, burnout, and related variables from a holistic perspective. In this context, empirical and review studies published between 2020 and 2025 and conducted with teacher samples were analyzed using a systematic review methodology. The literature search was carried out in the Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Scopus databases, and studies were selected based on predetermined inclusion and exclusion criteria. As a result of this process, 23 empirical studies and 4 review studies were included in the systematic review.The findings indicate that teachers’ psychological resilience is negatively associated with the emotional exhaustion and depersonalization dimensions of burnout, while it is positively related to favorable outcomes such as professional efficacy, well-being, and work engagement. Teachers with higher levels of psychological resilience appear to be more resistant to occupational demands and experience lower levels of burnout symptoms. While some of the reviewed studies identified psychological resilience as a direct predictor of burnout, others revealed indirect effects through variables such as job stress, teacher self-efficacy, motivation, and organizational conditions. The findings of the review studies further support these results and emphasize the importance of conceptualizing teachers’ psychological resilience within a framework of individual and organizational resources.In conclusion, this systematic review demonstrates that teachers’ psychological resilience functions as a significant protective factor against burnout. The findings suggest that interventions aimed at strengthening teachers’ psychological resilience at both individual and organizational levels may play a critical role in promoting sustainable teacher well-being.

Introduction This study examined associations among professional identity, work engagement, and self-rated caregiving performance among childcare trainees and early-career practitioners in China. Methods A cross-sectional survey included 318 participants recruited through 11 vocational colleges and 50 childcare institutions in Guangdong Province. Confirmatory factor analysis and structural equation modelling assessed the measurement structure and associations, with bootstrapping and robustness analyses. Results The three-factor model showed good fit (CFI = 0.954, RMSEA = 0.039). Professional identity was positively associated with self-rated caregiving performance (total β = 0.694; direct β = 0.465), including an indirect association through work engagement (β = 0.229, bias-corrected 95% CI [0.128, 0.339]). Findings remained consistent across robustness analyses. Discussion Professional identity and work engagement were associated with more favourable self-appraisals of caregiving performance. The cross-sectional, single-source design precludes causal inference, and self-rated performance should not be equated with observed caregiving quality.

The main objective of the study is to find out the significance of the mediating effects of transformational leadership and work engagement on the relationship between professional self-esteem and teacher efficacy. Utilizing a correlational technique along with a quantitative, non-experimental and mediation research design, data were obtained from 335 public elementary teachers working in four large schools. The researcher used a cluster sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of professional self-esteem, teacher efficacy, transformational leadership of school heads, and work engagement. Moreover, there are no significant relationships between professional self-esteem and transformational leadership, and between transformational leadership and teacher efficacy. There are also no significant relationships between work engagement and teacher efficacy, and professional self-esteem and work engagement. However, there is a significant relationship between professional self-esteem and teacher efficacy. Furthermore, transformational leadership and work engagement have no significant combined mediation on the relationship between professional self-esteem and teacher efficacy. The findings of this study provide implications for policymakers in drafting plans, school heads in creating programs, and teachers in improving their transformational leadership, work engagement, professional self-esteem, and teacher efficacy. Keywords: education, professional self-esteem, teacher efficacy, transformational leadership, work engagement, correlation, teachers, Philippines

This study examines how emotional intelligence (EI) affects work–life balance (WLB), job satisfaction, and work engagement among Lebanese employees, drawing on the job demands–resources (JD–R) and spillover theories. Data were collected through an online survey from 244 Lebanese employees and analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that emotional intelligence positively predicts job satisfaction (β = 0.366, p < 0.001) and work engagement (β = 0.307, p < 0.001). Emotional intelligence also significantly predicts work–life balance (β = 0.251, p < 0.001). Furthermore, work–life balance and job satisfaction sequentially mediate the relationship between emotional intelligence and work engagement (indirect effect β = 0.046, p = 0.008), indicating partial mediation. These findings highlight the complementary roles of personal resources (emotional intelligence) and contextual resources (work–life balance) in shaping employee attitudes and behaviors. This research contributes to the limited literature and extends the study of emotional intelligence and employee well-being by offering fresh insights and practical implications. The research concludes with recommendations for policymakers by emphasizing the importance of aligning employee needs with organizational goals to create more effective and human-centered workplace policies. The study also includes limitations and recommendations for future research.

این مطالعه به بررسی تأثیر هوش هیجانی (EI) بر تعادل کار–زندگی (WLB)، رضایت شغلی و درگیری شغلی در میان کارکنان لبنانی می‌پردازد و از نظریه‌های تقاضا–منابع شغلی (JD–R) و سرریز بهره می‌گیرد. داده‌ها از طریق یک پرسشنامه آنلاین از ۲۴۴ نفر از کارکنان لبنانی جمع‌آوری و با استفاده از مدل‌سازی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) تحلیل شدند. نتایج نشان داد که هوش هیجانی به طور مثبت رضایت شغلی (β = ۰.۳۶۶، p < ۰.۰۰۱) و درگیری شغلی (β = ۰.۳۰۷، p < ۰.۰۰۱) را پیش‌بینی می‌کند. همچنین، هوش هیجانی به طور معناداری تعادل کار–زندگی (β = ۰.۲۵۱، p < ۰.۰۰۱) را پیش‌بینی می‌کند. افزون بر این، تعادل کار–زندگی و رضایت شغلی به صورت متوالی رابطه بین هوش هیجانی و درگیری شغلی را میانجی‌گری می‌کنند (اثر غیرمستقیم β = ۰.۰۴۶، p = ۰.۰۰۸) که نشان‌دهنده میانجی‌گری جزئی است. این یافته‌ها نقش‌های مکمل منابع فردی (هوش هیجانی) و منابع زمینه‌ای (تعادل کار–زندگی) را در شکل‌دهی نگرش‌ها و رفتارهای کارکنان برجسته می‌کند. این پژوهش به ادبیات محدود موجود افزوده و مطالعه هوش هیجانی و بهزیستی کارکنان را با ارائه بینش‌های نو و پیامدهای عملی گسترش می‌دهد. پژوهش با ارائه توصیه‌هایی برای سیاست‌گذاران و تأکید بر اهمیت همسویی نیازهای کارکنان با اهداف سازمانی به منظور ایجاد سیاست‌های محیط کار مؤثرتر و انسان‌محور به پایان می‌رسد. همچنین، محدودیت‌ها و پیشنهادهایی برای پژوهش‌های آتی ارائه شده است.

School climate, job satisfaction, and teacher attrition are frequently treated as three interrelated constructs, yet the extent to which the links among them are examined together remains unknown. This scoping review maps how studies that measure all three constructs operationalize them, at which levels and through which indicators. Screening 253 records retrieved from Web of Science, Scopus, and ERIC yielded 23 studies, which were coded using a 45-field extraction form. Coding was summarized through descriptive frequency distributions and analyzed inductively across operationalization, model architecture, and contextual fields. Four patterns emerged. First, which construct occupies the mediating position is contested; in one third of the studies the link between climate and satisfaction was never modeled, and in several the mediating position was occupied by work engagement or self-efficacy rather than by satisfaction. Second, no study measured job satisfaction and attrition at the same referent; the profession–school distinction was routinely drawn on the attrition side but almost never on the satisfaction side. Third, attrition was measured almost entirely through intention, with a single study documenting actual behavior. Fourth, although climate is most often defined as an organizational property, 20 of the 23 studies measured and analyzed it at the level of individual perception. The findings indicate not an absence of evidence but a lack of comparability among the evidence produced. Theoretical justification of the mediating construct and treatment of referent alignment as a design criterion are recommended.

اقلیم مدرسه، رضایت شغلی و ترک شغل معلمان اغلب به عنوان سه سازه مرتبط با یکدیگر در نظر گرفته می‌شوند، اما میزان بررسی پیوندهای میان آن‌ها به صورت همزمان همچنان نامشخص است. این مرور دامنه‌ای، نحوه عملیاتی‌سازی این سه سازه را در پژوهش‌هایی که هر سه را اندازه‌گیری می‌کنند، در سطوح مختلف و از طریق شاخص‌های گوناگون، ترسیم می‌کند. غربالگری ۲۵۳ رکورد استخراج‌شده از Web of Science، Scopus و ERIC منجر به شناسایی ۲۳ مطالعه شد که با استفاده از یک فرم استخراج ۴۵‌موردی کدگذاری گردیدند. کدگذاری‌ها از طریق توزیع‌های فراوانی توصیفی خلاصه و به صورت استقرایی در حوزه‌های عملیاتی‌سازی، معماری مدل و زمینه‌ای تحلیل شدند. چهار الگو پدیدار شد. نخست، جایگاه میانجی‌گری هر سازه مورد مناقشه است؛ در یک‌سوم مطالعات، پیوند میان اقلیم و رضایت هرگز مدل‌سازی نشده بود و در چندین مورد، جایگاه میانجی به جای رضایت، توسط درگیری شغلی یا خودکارآمدی اشغال شده بود. دوم، هیچ مطالعه‌ای رضایت شغلی و ترک شغل را در یک مرجع یکسان اندازه‌گیری نکرده است؛ تمایز حرفه–مدرسه به طور معمول در بخش ترک شغل لحاظ شده اما تقریباً هرگز در بخش رضایت لحاظ نشده است. سوم، ترک شغل تقریباً به طور کامل از طریق قصد ترک اندازه‌گیری شده است و تنها یک مطالعه رفتار واقعی را مستند کرده است. چهارم، اگرچه اقلیم اغلب به عنوان یک ویژگی سازمانی تعریف می‌شود، ۲۰ مورد از ۲۳ مطالعه آن را در سطح ادراک فردی اندازه‌گیری و تحلیل کرده‌اند. یافته‌ها نشان می‌دهد که فقدان شواهد وجود ندارد، بلکه عدم قابلیت مقایسه میان شواهد تولیدشده وجود دارد. توجیه نظری سازه میانجی و توجه به هم‌راستایی مرجع به عنوان یک معیار طراحی توصیه می‌شود.

Introduction This study examined the association between distributed leadership and teachers’ work engagement, with teacher subjective well-being specified as a mediator and perceived collective teacher efficacy as a moderator. Methods Drawing on the Job Demands–Resources model and social cognitive theory, a moderated mediation model was tested using Bayesian structural equation modeling. Data were collected from 598 teachers working in 60 public schools in Erbil, Kurdistan Region of Iraq. Results Distributed leadership was positively associated with teacher subjective well-being [ β = 0.233, 95% BCI (0.077, 0.381)] and work engagement [ β = 0.234, 95% BCI (0.135, 0.333)], while subjective well-being was positively associated with work engagement [ β = 0.172, 95% BCI (0.112, 0.232)]. The indirect association through subjective well-being was supported [ B = 0.039, 95% BCI (0.012, 0.074)]. Perceived collective teacher efficacy moderated the association between distributed leadership and subjective well-being [ β = 0.099, 95% BCI (0.003, 0.192)]. The conditional indirect association was supported at the mean and higher levels of perceived collective teacher efficacy but not at lower levels, and the index of moderated mediation excluded zero [ B = 0.019, 95% BCI (0.001, 0.043)]. These conclusions remained stable under alternative prior specifications. Discussion The findings indicate an indirect statistical association between distributed leadership and work engagement through teacher subjective well-being, which varied according to perceived collective teacher efficacy. Given the cross-sectional, self-report design, this mediation represents a statistical decomposition of covariance rather than evidence of a causal mechanism or temporal sequence.

مقدمه: این مطالعه به بررسی ارتباط بین رهبری توزیعی و درگیری شغلی معلمان پرداخت، به‌طوری که بهزیستی ذهنی معلمان به عنوان میانجی‌گر و کارآمدی جمعی ادراک‌شده معلمان به عنوان تعدیل‌گر مشخص شد. روش‌ها: با بهره‌گیری از مدل منابع–تقاضاهای شغلی و نظریه شناختی اجتماعی، یک مدل میانجی‌گری تعدیل‌شده با استفاده از مدل‌یابی معادلات ساختاری بیزی آزمون شد. داده‌ها از ۵۹۸ معلم شاغل در ۶۰ مدرسه دولتی در اربیل، اقلیم کردستان عراق جمع‌آوری شد. نتایج: رهبری توزیعی با بهزیستی ذهنی معلمان [β = ۰٫۲۳۳، بازه اطمینان بیزی ۹۵٪ (۰٫۰۷۷، ۰٫۳۸۱)] و درگیری شغلی [β = ۰٫۲۳۴، بازه اطمینان بیزی ۹۵٪ (۰٫۱۳۵، ۰٫۳۳۳)] رابطه مثبت داشت، در حالی که بهزیستی ذهنی نیز با درگیری شغلی [β = ۰٫۱۷۲، بازه اطمینان بیزی ۹۵٪ (۰٫۱۱۲، ۰٫۲۳۲)] رابطه مثبت نشان داد. ارتباط غیرمستقیم از طریق بهزیستی ذهنی مورد حمایت قرار گرفت [B = ۰٫۰۳۹، بازه اطمینان بیزی ۹۵٪ (۰٫۰۱۲، ۰٫۰۷۴)]. کارآمدی جمعی ادراک‌شده معلمان، ارتباط بین رهبری توزیعی و بهزیستی ذهنی را تعدیل کرد [β = ۰٫۰۹۹، بازه اطمینان بیزی ۹۵٪ (۰٫۰۰۳، ۰٫۱۹۲)]. ارتباط غیرمستقیم شرطی در سطوح میانگین و بالاتر کارآمدی جمعی ادراک‌شده معلمان مورد حمایت قرار گرفت اما در سطوح پایین‌تر این‌گونه نبود و شاخص میانجی‌گری تعدیل‌شده شامل صفر نشد [B = ۰٫۰۱۹، بازه اطمینان بیزی ۹۵٪ (۰٫۰۰۱، ۰٫۰۴۳)]. این نتایج تحت مشخصات پیشین جایگزین نیز پایدار باقی ماندند. بحث: یافته‌ها نشان‌دهنده یک ارتباط آماری غیرمستقیم بین رهبری توزیعی و درگیری شغلی از طریق بهزیستی ذهنی معلمان است که بسته به کارآمدی جمعی ادراک‌شده معلمان متفاوت بود. با توجه به طرح مقطعی و خودگزارشی پژوهش، این میانجی‌گری به منزله تجزیه آماری کوواریانس است و نه شواهدی از یک سازوکار علّی یا توالی زمانی.