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

Int J Environ Res Public Health. 2020 Mar 25;17(7):2170. doi: 10.3390/ijerph17072170.


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.

Keywords: emotional intelligence; structural equation modeling; teacher self-efficacy; withdrawal intention; work engagement.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Cross-Sectional Studies
  • Emotional Intelligence*
  • Female
  • Humans
  • Intention
  • Latent Class Analysis
  • Male
  • Mental Healing
  • School Teachers* / psychology
  • Work Engagement*