The impact of the organisational commitment of teachers on work engagement: The mediating role of teaching efficacy

Hsin-Yi Lien, Hsieh-Chih Lai

Abstract

Research on teaching efficacy has explored the impact of self-efficacy on students’ academic performance and learning engagement, but little attention has been paid to the correlation with organisational commitment and work engagement. This study looks into the relationship between organisational commitment and work engagement, focusing on the mediation of self-perceived teaching efficacy. A cross-sectional study was designed, in which 1,532 teachers from 722 junior high schools in Taiwan completed distributed questionnaires containing an organisational commitment scale, teacher self-efficacy scale, and work engagement scale. Structural equation modelling was used to analyse the collected data, and confirmatory factor analysis and bootstrapping were used to confirm the hypothesised model. The outcomes revealed strong positive correlations among the self-efficacy, organisational commitment and work engagement of teachers, with organisational commitment being a significant predictor of work engagement, indirectly impacting work engagement through teaching efficacy. The results confirmed the mediating role of teaching efficacy.

Keywords: teaching efficacy, organisational commitment, work engagement, secondary school teachers, teacher behaviour

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