Contribution of Gender, Job Demands, and Resources to EFL Teachers’ Work Engagement and Work-Related Identity
الموضوعات : نشریه زبان و ترجمهMasoumeh Bahramy Hidaji 1 , Masoud Zoghi 2 , Nader Assadi 3
1 - Ahar Branch, Islamic Azad University, Ahar, Iran
2 - Ahar Branch, Islamic Azad University, Ahar, Iran
3 - Ahar Branch, Islamic Azad University, Ahar, Iran
الکلمات المفتاحية: EFL Teachers, Job Demands, Job Resources, Work Engagement, Work-Related Identity,
ملخص المقالة :
The relationships among variables involved in the construction of work-based identity and work engagement of EFL teachers have been left unnoted in the field of language education. The present study was an attempt to examine the nature of the existing relations among work- based identity and its major predictors - work engagement and job demands and resources in the domain of EFL teaching. The issue of gender in relations among work-based identity, work engagement, and job demands and resources was also the focus of the study. To achieve the objectives of the study, the predictive power of the job demands and resources (JD-R) model in EFL teachers’ work engagement and work-related identity was tested via structural equation modeling and gender was considered as a moderating variable. The current study was carried out through cross-sectional field survey amongst 250 English teachers. Results demonstrated that work resources and demands had a direct effect on work-based identity; furthermore, work resources and demands had an indirect effect on work-based identity by interacting with job engagement whereas the proposed work-based identity model was invariant to gender. The research has some implications for theory and practice. The findings of the present study concerning the determinants of EFL teachers’ work-related identity provide new and useful insights for the policy-makers, administrators, managers of educational institutes to improve work-related identity of their EFL teachers.
Aflakseir, A., & Nemati, O. (2018). Association between work-related stress and burnout among a group of the elementary and high school teachers in Zarrin-Dasht-Fars. International Journal of School Health, 5(2), 1-4.
Albert, S., Ashforth, B., & Dutton, J. (2000). E.(2000). Organizational identity and identification: Charting new waters and building new bridges. The Academy of Management Review, 25(1), 13-17.
Amiot, C. E., De la Sablonniere, R., Terry, D. J., & Smith, J. R. (2007). Integration of social identities in the self: Toward a cognitive-developmental model. Personality and social psychology review, 11(4), 364-388. [Record #46 is using a reference type undefined in this output style.]
Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Key questions regarding work engagement. European Journal of Work and Organizational Psychology, 20(1), 4-28.
Bakker, A. B., & Demerouti, E. (2007). The job demands‐resources model: State of the art. Journal of managerial psychology, 22(3), 309-328.
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of occupational health psychology, 22(3), 273. [Record #38 is using a reference type undefined in this output style.]
Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & stress, 22(3), 187-200.
Barbieri, B., Sulis, I., Porcu, M., & Toland, M. D. (2019). Italian teachers' well-being within the high school context: evidence from a large scale survey. Frontiers in psychology, 10, 1926.
Berlanda, S., Pedrazza, M., Fraizzoli, M., & de Cordova, F. (2019). Addressing risks of violence against healthcare staff in emergency departments: the effects of job satisfaction and attachment style. BioMed research international, 2019.
Bielak, J., & Mystkowska-Wiertelak, A. (2022). Language teachers’ interpersonal learner-directed emotion-regulation strategies. Language Teaching Research, 26(6), 1082-1105.
Bothma, F. C., & Roodt, G. (2012). Work-based identity and work engagement as potential antecedents of task performance and turnover intention: Unravelling a complex relationship. SA Journal of Industrial Psychology, 38(1), 27-44.
Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36-51.
Buche, M. W. (2008). Influence of gender on IT professional work identity: Outcomes from a PLS study. Proceedings of the 2008 ACM SIGMIS CPR conference on computer personnel doctoral consortium and research,
Cao, C., Shang, L., & Meng, Q. (2020). Applying the job demands-resources model to exploring predictors of innovative teaching among university teachers. Teaching and Teacher Education, 89, 103009.
Choi, B. (2018). Job strain, long work hours, and suicidal ideation in US workers: a longitudinal study. International archives of occupational and environmental health, 91, 865-875.
Cozby, P. (2001). Measurement concepts. methods in behavioral research. California: Mayfield Publishing Company.
de Braine, R., Bothma, F. C., & Jansen, P. G. (2015). Exploratory empirical tests of work-based identity antecedents and consequences. Conceptualising and Measuring Work Identity: South-African Perspectives and Findings, 151-182.
De Carlo, A., Girardi, D., Falco, A., Dal Corso, L., & Di Sipio, A. (2019). When does work interfere with teachers’ private life? An application of the job demands-resources model. Frontiers in psychology, 10, 1121.
Evers, A. T., van der Heijden, B. I., Kreijns, K., & Vermeulen, M. (2016). Job demands, job resources, and flexible competence: The mediating role of teachers’ professional development at work. Journal of career development, 43(3), 227-243.
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/psychologie canadienne, 58(3), 203.
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97, 102446.
Hakanen, J. J., & Roodt, G. (2010). Using the job demands-resources model to predict engagement: Analysing a conceptual model. Work engagement: A handbook of essential theory and research, 2(1), 85-101.
Harter, J. K., Schmidt, F. L., & Keyes, C. L. (2003). Well-being in the workplace and its relationship to business outcomes: A review of the Gallup studies.
Hogg, M. A., Terry, D. J., & White, K. M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social psychology quarterly, 255-269.
Jansen in de Wal, J., van den Beemt, A., Martens, R. L., & den Brok, P. J. (2020). The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory? Studies in Continuing Education, 42(1), 17-39.
Jofreh, M., Yasini, A., Dehsorkhi, H. F., & Hayat, A. (2013). The relationship between EFL teachers’ quality of work life and job motivation. Middle-East Journal of Scientific Research, 13(3), 338-346.
Johnston, D. D., & Swanson, D. H. (2007). Cognitive acrobatics in the construction of worker–mother identity. Sex roles, 57, 447-459.
Juliana, A., Saffardin, F. S., & Teoh, K. B. (2021). Job Demands-Resources Model and burnout among Penang preschool teachers: The mediating role of work engagement. Annals of the Romanian Society for Cell Biology, 6679-6691.
Kirpal, S. (2004a). Researching work identities in a European context. Career Development International, 9(3), 199-221.
Kirpal, S. (2004b). Work identities of nurses: Between caring and efficiency demands. Career Development International, 9(3), 274-304.
Knight, C., Patterson, M., & Dawson, J. (2019). Work engagement interventions can be effective: a systematic review. European Journal of Work and Organizational Psychology, 28(3), 348-372.
Kreiner, G. E., Hollensbe, E. C., & Sheep, M. L. (2006). Where is the “me” among the “we”? Identity work and the search for optimal balance. Academy of Management Journal, 49(5), 1031-1057.
Lee, Y., & Eissenstat, S. J. (2018). An application of work engagement in the job demands–resources model to career development: Assessing gender differences. Human Resource Development Quarterly, 29(2), 143-161.
Llorens, S., Schaufeli, W., Bakker, A., & Salanova, M. (2007). Does a positive gain spiral of resources, efficacy beliefs and engagement exist? Computers in human behavior, 23(1), 825-841.
Lloyd, S., Roodt, G., & Odendaal, A. (2011). Critical elements in defining work-based identity in a post-apartheid South Africa. SA Journal of Industrial Psychology, 37(1), 01-15
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(6), 695-706.
Metcalfe, B., & Dick, G. (2002). Is the force still with her? Gender and commitment in the police. Women in Management Review, 17(8), 392-403.
Nordhall, O., Knez, I., Saboonchi, F., & Willander, J. (2020). Teachers' Personal and Collective Work-Identity Predicts Exhaustion and Work Motivation: Mediating Roles of Psychological Job Demands and Resources. Frontiers in psychology, 11, 1538.
Porter, L. W., Bigley, G. A., & Steers, R. M. (2003). Motivation and work behavior.
Pousseau, D. (1998). Why works still identity with organizations. Journal of Organizational Behavior, 19, 217-233.
Pratt, M. G., Rockmann, K. W., & Kaufmann, J. B. (2006). Constructing professional identity: The role of work and identity learning cycles in the customization of identity among medical residents. Academy of Management Journal, 49(2), 235-262.
Ryan, S. V., Nathaniel, P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1-11.
Schaufeli, W. B. (2017). Applying the job demands-resources model. Organizational dynamics, 2(46), 120-132.
Schaufeli, W. B., Taris, T. W., & Van Rhenen, W. (2008). Workaholism, burnout, and work engagement: three of a kind or three different kinds of employee well‐being? Applied psychology, 57(2), 173-203.
Schwartz, T., Loehr, J., & Schwartz, T. (2003). The power of full engagement. Simon & Schuster Audio.
Stets, J. E., & Burke, P. J. (2000). Identity theory and social identity theory. Social psychology quarterly, 224-237.
Stryker, S., & Burke, P. J. (2000). The past, present, and future of an identity theory. Social psychology quarterly, 284-297.
Tims, M., & Bakker, A. B. (2010). Job crafting: Towards a new model of individual job redesign. SA Journal of Industrial Psychology, 36(2), 1-9.
Walsh, K., & Gordon, J. R. (2008). Creating an individual work identity. Human resource management review, 18(1), 46-61.
Wingerden, J. v., Bakker, A. B., & Derks, D. (2016). A test of a job demands-resources intervention. Journal of managerial psychology, 31(3), 686-701.
Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of management review, 26(2), 179-201.
Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International journal of stress management, 14(2), 121.
Xie, F. (2021). A study on Chinese EFL teachers' work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in psychology, 12, 735969.
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: a job demands-resources model. Frontiers in psychology, 9, 2395.
Zhaleh, K., Ghonsooly, B., & Pishghadam, R. (2018). Effects of conceptions of intelligence and ambiguity tolerance on teacher burnout: A case of Iranian EFL teachers. Journal of Research in Applied Linguistics, 9(2), 118-140.
