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The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach

Author

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  • Sergio Mérida-López

    (Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain)

  • Natalio Extremera

    (Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain)

  • Nicolás Sánchez-Álvarez

    (Faculty of Psychology, Department of Basic Psychology, University of Málaga, 29071 Málaga, Spain)

Abstract

This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model—that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.

Suggested Citation

  • Sergio Mérida-López & Natalio Extremera & Nicolás Sánchez-Álvarez, 2020. "The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 17(7), pages 1-15, March.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2170-:d:336613
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    References listed on IDEAS

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    1. María Del Carmen Pérez-Fuentes & María Del Mar Molero Jurado & José Jesús Gázquez Linares & Nieves Fátima Oropesa Ruiz, 2018. "The Role of Emotional Intelligence in Engagement in Nurses," IJERPH, MDPI, vol. 15(9), pages 1-13, September.
    2. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    3. Sabrina Berlanda & Marta Fraizzoli & Federica de Cordova & Monica Pedrazza, 2019. "Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?," IJERPH, MDPI, vol. 16(22), pages 1-13, November.
    4. Yun Zhu & Congcong Liu & Bingmei Guo & Lin Zhao & Fenglan Lou, 2015. "The impact of emotional intelligence on work engagement of registered nurses: the mediating role of organisational justice," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(15-16), pages 2115-2124, August.
    5. Sergio Mérida-López & Natalio Extremera & Lourdes Rey, 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects," IJERPH, MDPI, vol. 14(10), pages 1-15, September.
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