Online Informal Learning and Calling as Predictors of Teacher Engagement: The Role of Self-Efficacy

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 2

Abstract

Guided by Work as Calling Theory, this study examines how online informal learning (OIL) and living a calling influence teachers’ work engagement, with teacher self-efficacy as a mediator. Data from 342 schoolteachers in mainland China were analyzed using structural equation modeling. Results indicate that both OIL and living a calling significantly predict all four dimensions of work engagement, with living a calling showing stronger associations—particularly with behavioral engagement. Teacher self-efficacy mediated the relationship between OIL and living a calling, highlighting its motivational role. These findings advance understanding of the differential pathways underlying teacher engagement and offer implications for fostering meaningful professional development through accessible learning and deeper purpose alignment.

Authors

• Shiyu Zhang, University of Hong Kong

• Xianhan Huang, The Education University of Hong Kong

• Wen SHAO, University of Hong Kong

• Chan Wang, The Education University of Hong Kong

• Mingyao Sun, Hong Kong Polytechnic University