Meaningful Work, Job Anxiety, and Work Engagement of Chinese College Teachers: Strategies for Enhanced Work Engagement

Abstract

The study employed a descriptive-comparative-correlative research design that mainly investigated the current situation of meaningful work, job anxiety, and work engagement of Chinese college teachers. The findings showed that the purposively respondents drawn from varied population of respondents manifested minimum variants across profile. The profile variables such as sex, age, work status, job title provide ideal samples to objectively assess basic work characteristics for this study. The domains of meaningful work, job anxiety and work engagements are vital to the assessment of current context of teachers’ work characteristics that can be validated for various dimensions. The comparative assessment of the respondents’ based on profile on the meaningful work, job anxiety and work engagements selectively, such as job title influence their assessment of meaningful work. Likewise, vigor, dedication influence their work engagement. Therefore, it can be inferred that those teachers who find work meaningful, are those teachers who are more engaged at work. That teachers with more significant work engagement are more likely to experience a sense of meaning in their work and less likely to experience job anxiety. Thus, the study recommends replication of the current study to validate its findings.