Work engagement and individual performance of teachers: The role of job demands and job resources

Abstract

This study aims to investigate factors impacting work engagement and individual performance of teachers. The survey-based quantitative approach was used. The sample comprised 455 teachers working in lower and upper secondary education institutions in Lithuania. The findings show that work engagement is a full mediator of the relationship between managerial support (β = 0.319), organizational support (β = 0.432), control (β = 0.374), colleague support (β = 0.456), work pressure (β = –.587), and task performance as the effect of work engagement on task performance is significant (β = 0.229). Furthermore, the analysis demonstrates that remote work moderates the relationships between managerial support (β = 0.560***), organizational support (β = 0.332**), colleague support (β = 0.234*), work pressure (β = 0.456***), control (β = 0.443**), and work engagement. Finally, remote work moderates the relationships between managerial support (β = 0.453***), organizational support (β = 0.332*), colleague support (β = 0.441*), work pressure (β = 0.456***), control (β = 0.444**), and task performance. These insights are valuable to school principals, as they provide a deeper understanding of the factors that determine the task performance of teachers. Remote work requires more job resources to increase engagement and task performance. School principals should focus on increasing engagement through feedback and consultations, psychological safety and development opportunities, and contributing to the individual job performance of teachers. The study supplements the JD-R model with remote work perceived as a contextual factor and thus extends the scientific debate on the application of this model in the teaching occupation.