WORK ENGAGEMENT AS A MEDIATOR BETWEEN AUTONOMY SUPPORT AND PSYCHOLOGICAL WELL-BEING

Abstract

This study explored the role of supervisor and colleague autonomy support in relation to psychological, social, and emotional well-being, using the components of work engagement—vigor, devotion, and absorption—as mediators. Grounded in the Job-Demands Resources (JD-R) Model, the research highlights the importance of job resources, such as peer-support, in managing job demands and enhancing employee well-being, particularly within the context of education during the pandemic. A total of 315 participants, including teachers, staff members, and administrators, completed scales assessing work self-efficacy, job engagement, and mental health. The study utilized a cross-sectional and predictive research design, conducting the survey at a single point in time to determine the direct relationships and mediating roles of autonomy support and work engagement in relation to well-being. Data was analyzed using mediation analysis and confirmatory factor analysis, with model fit indices indicating an excellent fit. The findings revealed that supervisor and colleague autonomy support significantly predicted well-being, with work engagement fully mediating these relationships. Consequently, the direct effects of autonomy support on well-being became non-significant when work engagement was accounted for, indicating full mediation. Based on these results, it is recommended that educational institutions promote a supportive social environment, provide growth opportunities, and respect employee autonomy. This study contributes to the literature by elucidating pathways through which supervisor and peer autonomy support influence psychological, emotional, and social well-being through work vigor, dedication, and commitment.

Keywords

• Positive organizational behavior
• work engagement
• well-being
• autonomy support