Reflective teaching and academic optimism as correlates of work engagement among university instructors

As teaching is a complex and demanding activity especially in university and higher education contexts, exploring the correlates of work engagement in university contexts seems to be a promising research area. As an attempt to further clarify this research area, this study sought to examine the sign...

Full description

Saved in:
Bibliographic Details
Published in:Heliyon 2023-02, Vol.9 (2), p.e13735-e13735, Article e13735
Main Authors: Li, Fangyuan, Mohammaddokht, Farnoosh, Hosseini, Hamed Mohammad, Fathi, Jalil
Format: Article
Language:English
Subjects:
Academic optimism
EFL university Instructors
Reflective teaching
SEM
Work engagement
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:As teaching is a complex and demanding activity especially in university and higher education contexts, exploring the correlates of work engagement in university contexts seems to be a promising research area. As an attempt to further clarify this research area, this study sought to examine the significance of reflective teaching and academic optimism as correlates of work engagement among university instructors in Iran. Having been selected via convenience sampling, a sample of 289 Iranian English as a foreign language (EFL) university instructors participated in this survey. The electronic versions of the scales of teacher academic optimism, reflective teaching, and work engagement were administered to the participants. Initially, the construct validity of the scales was verified for the university contexts via performing confirmatory factor analysis. Then the hypothesized structural relationships among the constructs were tested using structural equation modelling (SEM). The results demonstrated that both reflective teaching and academic optimism significantly predicted work engagement among English university instructors. Some notable implications are finally discussed based on these findings.
ISSN:2405-8440
2405-8440
DOI:10.1016/j.heliyon.2023.e13735