Contribution of Gender, Job Demands, and Resources to EFL Teachers’ Work Engagement and Work-Related Identity
محورهای موضوعی : 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
کلید واژه: EFL Teachers, Job Demands, Job Resources, Work Engagement, Work-Related Identity,
چکیده مقاله :
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.
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.
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