Abstract
Our aim in this study was to investigate the relationships among a calling orientation, work role fit, psychological meaningfulness and work engagement of teachers in Zambia. A quantitative approach was followed and a cross-sectional survey was used. The sample (n = 150) included 75 basic and 75 secondary school teachers in the Choma district of Zambia. The Work Role Fit Scale, Work-Life Questionnaire, Psychological Meaningfulness Scale, and Work Engagement Scale were administered. Structural equation modelling confirmed a model in which a calling orientation impacted psychological meaningfulness and work engagement significantly. A calling orientation impacted work engagement directly, while such work orientation impacted psychological meaningfulness indirectly via work role fit. The results suggest that it is necessary to address the work orientation and work role fit of teachers in Zambia as pathways to psychological meaningfulness and work engagement.These results have implications for the recruitment, selection, training, and development of teachers in Zambia. Keywords : Africa, calling, engagement, meaning, teachers, work role fit
Highlights
IntroductionThe learning society, culture, knowledge base and intellectual potential in the country may be endangered by poverty, unemployment, exploitation and disease (Alexander, 2006)
Education is regarded as one of the cornerstones of development in Zambia
Aim and Hypotheses The aim of this study was to investigate the relationships among work role fit, calling as a work belief, psychological meaningfulness, and work engagement in a sample of teachers in Zambia
Summary
The learning society, culture, knowledge base and intellectual potential in the country may be endangered by poverty, unemployment, exploitation and disease (Alexander, 2006). According to Alexander (2006), there has been an overall increase in poverty in Zambia since 1991, which has resulted in political, economic, social and cultural chaos. Education in Zambia has been in disarray because of changes in the country and pressure on the learning society. Education was a high-status and wellremunerated profession before 1991, Zambian teachers are paid substantially less compared to other civil servants, have poor or inadequate housing, receive few incentives and have few development and promotion opportunities (Alexander, 2006). Poor management in government schools makes it difficult to take corrective action when teachers perform poorly (Bajaj, 2009). In the long run many teachers build up frustration, loose meaning and purpose at work and become disengaged from their work (Kelly, 1999)
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