From Calling to Engagement: Unveiling the Pivotal Role of Transformational Leadership

• In Event: Transformational Leadership in Education: Cultivating Culturally Responsive Practices and Shared Leadership for Diverse Learners

Abstract

Teachers’ work engagement is crucial for their well-being and performance, yet its antecedents remain underexplored. This study applies calling theory to investigate the mechanisms underlying teachers’ work engagement by examining relationships among perceiving and living a calling, transformational leadership, teacher self-efficacy, and work engagement. Data from 924 in-service teachers in Xinjiang Uyghur Autonomous Region, China, were analyzed using structural equation modeling and bootstrapping. Findings suggest that teachers’ calling and the intellectual stimulation dimension of transformational leadership are vital for fostering work engagement. Specifically, teachers’ living a calling mediates the relationship between perceiving a calling and work engagement. Additionally, teacher self-efficacy positively relates to both living a calling and work engagement.

Authors

• Shiyu Zhang, University of Hong Kong

• Xianhan Huang, The Education University of Hong Kong

• Wen SHAO, University of Hong Kong

• Mingyao Sun, Hong Kong Polytechnic University

• Chan Wang, The Chinese University of Hong Kong