Teacher’s work engagement
7.2.3 Teacher’s work engagement
An important theoretical model, the JD-R A. B. Bakker Bal, 2006; Arnold B. Bakker Demerouti, 2007; A. B. Bakker et al., 2007, has identified two constructs that may contribute to the level of teacher work engagement: job demands and job resources. The demanding aspects of a job, for example work load, if it leads to constant overtaxing, may in the end lead to exhaustion that impairs performance and provides negative consequences for organizations. Job resources like salary, work opportunity, interpersonal and social relations, collegial support, role clarity, and access to decision making, on the other hand, lead to engagement and positive outcomes Schaufeli Bakker, 2004. Following the general trend in the findings from the work engagement research, the findings of the present study are of importance. In a profession where job demands are very high, there is a lack of job resources, a moderate work engagement among teacher participants might be expected. The findings suggest that the overall teachers‘ work engagement was 5.04 with the standard deviation of 1.13. Interestingly, the participants rated themselves highest in their dedication to teaching profession, regardless of the low financial return and academic recognition they receive. This is theoretically different from major finding from research involving dedication in a profession, for example Bakker 237 et al.‘s 2004 which suggests that it is job resources that lead to dedication. It is therefore surprising that the findings of the present study indicate that work engagement is still high regardless of minimal job resources available the participants. In addition, it is also revealed that work engagement among participants is not related to the demographic factors, like gender, age, teacher status, teaching experience, type of school and the district where the teachers taught. The present study has proposed that the level of work engagement among the participants resulted from the social and religious values of the teaching profession in the region. In addition it was also affected by the perceived teachers‘ social role model function of teachers, ensuring that they see it inappropriate to be less engaged in this profession. Furthermore, this study has shown that there is a positive significant relationship between teacher work engagement and the level of teachers‘ efficacy beliefs of the participants. An increase in teacher work engagement was related to the increase i n the teachers‘ efficacy beliefs.7.3 Contributions of the present research
Parts
» Monash Univ. Master of Education Thesis (Final version 250209)
» Why do teachers’ self efficacy beliefs matter?
» Teaching profession in the Indonesian context
» Recruitment, retention and engagement of teachers in Indonesia
» Increase of perceived roles of teachers in Indonesia context
» Teacher Professional Development Programs in Indonesian Context
» Changing perspectives and philosophies of English teaching in Indonesia
» The implementation of the Competency-based Curriculum
» Overview Key research questions
» Significance of the research Conceptual framework
» Definition of terms Introduction
» The Rand Researchers Teachers’ efficacy beliefs: First theoretical strand
» Responsibility for student achievement
» Social cognitive theory and self-efficacy
» Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
» The Ohio State teacher efficacy scale OSTES
» New perspective on teacher efficacy research
» Sources of teachers’ efficacy beliefs
» Collective efficacy Review of the Literature
» Changes in self-efficacy beliefs
» Teacher efficacy beliefs and students’ Teacher Professional Development
» Introduction Research design Research Methodology
» Research site Research Methodology
» Gaining Access Participants Research Methodology
» Selection criteria and procedure to recruit the sample for the survey
» Selection criteria and procedure to recruit the second sample group
» Teachers’ self-efficacy scale Instrument to collect quantitative data
» Classroom Observation Schedule Semi-guided Interview Protocol
» The survey data Processes of Data Collection
» Classroom observations The Interviews
» Issues of confidentiality and anonymity
» Statistical analysis on quantitative data Issues with missing data Descriptive Statistics
» General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
» Instrument Validity and Reliability in the Indonesian Context Factor Analyses
» Teachers’ self efficacy beliefs Means and standard deviations of the teachers’ self- efficacy data
» The effects of English teaching background on teachers’ self-efficacy beliefs
» The effects of teaching experiences on teachers’ self- efficacy beliefs
» Interaction effects of gender and age on teachers’ efficacy beliefs
» Interaction effects of teaching experience and school on teachers’ efficacy beliefs
» Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
» Introduction Data on teachers’ work engagement
» Results of the exploratory factor analyses on the teachers’ efficacy data
» Results of Exploratory Factor Analyses on Work Engagement Data
» Overview Findings from Qualitative Case Studies
» Visions for teaching The Interviews with Dewi
» Self-efficacy beliefs The Interviews with Dewi
» The contribution of CBIT School and collegial support
» Teacher’s uses of English Teachers’ uses of Instructional Strategies
» Classroom management Student Engagement Curriculum implementation
» Dewi ’s self-assessment about her efficacy beliefs: Self- Case summary
» Visions for teaching Self-efficacy beliefs
» Teacher’s use of English Teacher’s uses of instructional strategies
» Classroom management Student engagement
» Curriculum implementation Tina ’s classroom practices
» Tina ’s self-assessment about her efficacy beliefs: Self- Case Summary
» Rina ’s use of English Rina ’s uses of instructional strategy
» Rina ’s self-assessment about her efficacy beliefs: Self- Case summary
» Teacher’s use of English Teacher’s use of instructional strategies
» Putri ’s self-assessment about her efficacy beliefs: Self- Case summary
» Conclusion Findings from Qualitative Case Studies
» Overview Teaching profession and the teaching of English in Indonesia
» Teachers’ efficacy for English
» Teachers’ efficacy for instructional strategy Teachers’ efficacy for classroom management
» Teachers’ efficacy for student engagement
» Teachers’ efficacy for curriculum implementation
» The effects of demographic factors on the teachers’ self-efficacy beliefs
» The effects of task settings on the teachers’ self-efficacy beliefs
» The interaction effects Discussion and Interpretation
» The effects of training as professional program on the teachers’ self-efficacy beliefs
» Correlation between teachers’ self-efficacy and teachers’ work engagement
» Teachers’ efficacy beliefs Major Findings
» Introduction Contributions of the present research
» Implications Conclusions and Implications
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