Abstract
Work engagement is a core indicator that reflects the quality of teachers’ occupational lives and the development of students, but few studies have explored the connection between strengths use and work engagement of teachers and the mechanisms underlying this relationship. This paper aimed to investigate how the relation of strengths use with work engagement is affected by a teacher’s satisfaction of basic psychological needs. For this purpose, 648 teachers in China completed questionnaires. The results revealed that strengths use exhibited a positive correlation with work engagement and needs satisfaction. Furthermore, autonomy, competence, and relatedness satisfaction mediated the effect of strengths use on work engagement for teachers. The results suggest that autonomy, competence, and relatedness satisfaction serve as factors that mediate the effect of strengths use on work engagement. The significance and limitations of the study are discussed.
Highlights
IntroductionPromoting teachers’ work engagement and improving the quality of education is the focus of educational theory and practice
Our study is the first to explore the means by which psychological needs satisfaction potentiates the power of strengths use (SU) to enhance work engagement among teachers
It was found that SU correlated positively with teachers’ work engagement
Summary
Promoting teachers’ work engagement and improving the quality of education is the focus of educational theory and practice. Work engagement is a positive and psychologically satisfying mental state marked by vitality, devotion, and immersion [1,2]. As an important aspect of occupational health [2,3], work engagement has become a key indicator of the quality of teachers’ professional lives and can effectively forecast diverse aspects of teachers’ professional and organizational outcomes, such as task performance, organizational commitment, job satisfaction, active learning and improved teaching to better meet the needs of diverse students [4,5,6]. In recent years there has been a boom in research concerning the factors that impact teachers’ engagement behavior
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