Longitudinal Analysis of Teachers' Work Engagement: The Mediation Role of Teaching Emotions

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 08: Teachers’ Lives, Identities, and Journeys Virtual Poster Session

Abstract

This longitudinal study investigates how burnout and emotions affect teachers' self-efficacy and work engagement. Data from 462 Chilean teachers were collected across three waves from April 2021 to April 2022. Structural Equation Modeling (SEM) revealed that burnout decreases enjoyment and increases anger and anxiety. These emotional changes negatively impact self-efficacy, which subsequently reduces work engagement. Specifically, reduced enjoyment and heightened anger and anxiety mediate the relationship between burnout and self-efficacy, ultimately affecting engagement levels. The study highlights the critical role of emotional well-being in maintaining teacher engagement and effectiveness. It suggests that addressing burnout through mental health support, professional development focused on emotional resilience, and policy reforms to reduce burnout-inducing factors can significantly enhance teacher engagement and educational outcomes.

Authors

• Paulina Guzman, Universidad San Sebastián

• Jorge J. Varela, Universidad del Desarrollo

• Maria Francisca Romo, Universidad Diego Portales

• Allison M. Ryan, University of Michigan