ArticleInternational journal of environmental research and public health2020
The Interactive Effects of Personal Resources on Teachers' Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach.
Article in International journal of environmental research and public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Crafting Engagement Before Entering the Profession: Pre-Service EFL Teachers' Experiences of Proactivity and Flow.Behavioral sciences (Basel, Switzerland) · 2026Article
- Special education teachers' emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory's perspective.International journal of developmental disabilities · 2024Article
- Work engagement among health professionals in public health facilities of Bench-Sheko zone, southwest Ethiopia.BMC health services research · 2023Article
- "I-just-wanna-get-by" hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy.Current psychology (New Brunswick, N.J.) · 2023Article
- How trait gratitude relates to teachers' burnout and work engagement: job demands and resources as mediators.Current psychology (New Brunswick, N.J.) · 2022Article
- A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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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.
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