Teacher self-efficacy and teacher work engagement for expats at international K12 schools in China: A correlation analysis

Abstract

The purpose of this study was to evaluate if teacher self-efficacy predicts teacher work engagement for expatriate teachers in international schools in China. Results from simple linear regression indicated a statistically significant predictive relationship between teacher self-efficacy and teacher work engagement. Multiple linear regression analysis indicated that the student engagement dimension of self-efficacy was the most statistically significantly predictive of study participants’ overall perception of their level of work engagement and that the emotional engagement and social engagement with students domains were the most statistically significantly predictive of study participants’ overall perceptions of self-efficacy. The data suggest that investigating teacher self-efficacy and teacher work engagement can address the problem of expat teacher retention and training at international schools in China.

Keywords

• Self-efficacy
• Teacher self-efficacy
• Teacher work engagement
• International schools
• Expats
• China