How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

Danhui Zhang; Jingwen He; Dingmeng Fu

doi:10.3389/fpsyg.2021.721450

Frontiers in Psychology (Nov 2021)

How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

Danhui Zhang,
Jingwen He,
Dingmeng Fu

Affiliations

Danhui Zhang: Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
Jingwen He: Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
Dingmeng Fu: Faculty of Education, Beijing Normal University, Beijing, China

DOI: https://doi.org/10.3389/fpsyg.2021.721450
Journal volume & issue: Vol. 12

Abstract

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Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

Published in Frontiers in Psychology

ISSN: 1664-1078 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: https://www.frontiersin.org/journals/psychology

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