Employee Work Engagement An Analysis of Antecedents in Teaching Context

Abstract

Employee work engagement has gained considerable attention since engaged employees construct positive work-related outcomes. Knowledge of antecedents of employee work engagement is essential for devising intervention strategies. Hence, the main purpose is to discover antecedents that have significant effects on work engagement in teaching context. A quantitative strategy was adopted, with a structured questionnaire administered for the entire working population. Multiple linear regression analysis and engagement scores were the statistical methods used with SPSS software version 21. According to the results, eight of the 14 antecedents evaluated had a substantial impact on teachers' work engagement. Passion for teaching shows the higher effect, while staff recognition has the lowest effect. Furthermore, only 18% of teachers are actively engaged, with 43% engaged and 39% actively disengaged. Contextual novelty, a high sample size, and testing a model with 14 antecedents provide significant originality to the study. Further, empirical evidence has been provided to fill the knowledge gap on antecedents, particularly in general educational environments in Southeast Asia. This study provides insights for both school-level administrators and national officials seeking to improve pedagogical efficacy. Furthermore, this work suggests areas for future researchEmployee work engagement has gained considerable attention since engaged employees construct positive work-related outcomes. Knowledge of antecedents of employee work engagement is essential for devising intervention strategies. Hence, the main purpose is to discover antecedents that have significant effects on work engagement in teaching context. A quantitative strategy was adopted, with a structured questionnaire administered for the entire working population. Multiple linear regression analysis and engagement scores were the statistical methods used with SPSS software version 21. According to the results, eight of the 14 antecedents evaluated had a substantial impact on teachers' work engagement. Passion for teaching shows the higher effect, while staff recognition has the lowest effect. Furthermore, only 18% of teachers are actively engaged, with 43% engaged and 39% actively disengaged. Contextual novelty, a high sample size, and testing a model with 14 antecedents provide significant originality to the study. Further, empirical evidence has been provided to fill the knowledge gap on antecedents, particularly in general educational environments in Southeast Asia. This study provides insights for both school-level administrators and national officials seeking to improve pedagogical efficacy. Furthermore, this work suggests areas for future research