Professional engagement and professional values among teachers in Turkish primary schools: Examining the mediating effect of professional efficacy

Abstract

AbstractObjectiveThe present research investigates direct relationships between professional values, professional efficacy, and professional engagement among primary school teachers. The mediating role of professional efficacy in the relationship between values and engagement, that is, whether greater adoption of professional values leads to greater professional efficacy, which in turn leads to greater professional engagement is explored.MethodA correlational design was used in the research. Survey data were collected from 370 primary school teachers in the city of Gaziantep, Turkey. Research data were collected through self‐report questionnaires that assessed the variables of the research. Data were analyzed using confirmatory factor analysis, structural equation modeling, and the bootstrap method.ResultsThe results showed direct positive associations between the research variables and a partial mediating role of efficacy between values and engagement. While higher adoption of professional values directly led to greater professional engagement, it also predicted increases in professional efficacy and, in turn, indirectly increased teacher engagement.ConclusionsTeachers who adopt professional values more strongly are more likely to demonstrate efficacy in their profession, which, in turn, enhances their professional engagement. These results shed light on how to increase teacher engagement.