THE ANTECEDENTS AND CONSEQUENCES OF WORK ENGAGEMENT ON TEACHER: A SYSTEMATIC LITERATURE REVIEW

Forman Halawa, Elfira Nadya Anggraini, Praptini Yulianti

Abstract


Work engagement is an important study in human resource management related to organizational productivity. Many factors that influence work engagement have been studied. In particular, this study maps the factors that influence work engagement in teachers and the resulting consequences. Contribution made to the literature on work engagement through a description of the antecedents and consequences of work engagement for teachers. This study used the Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Eight eligible studies were collected and selected for further analysis. The selected articles were obtained through the Scopus and ScienceDirect databases. The results of the analysis show that there are 12 antecedents of Work Engagement in teachers that come from individual, leadership and organizational factors. It was also found that there are 7 consequences of Work Engagement on teachers that affect the level of teacher involvement in the workplace. The results of the analysis found that the scope of work engagement for teachers differs from various levels of the organization, from elementary schools to tertiary institutions. This study has implications for knowing the antecedents and consequences of Work Engagement on teacher to improve the quality of education.


Keywords


Antecedents, Consequences, Systematic Literature Review, Teacher, Work Engagement

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References


Cacciamani, S., Cesareni, D., Fiorilli, C., & Ligorio, M. B. (2022). Cacciamani, S., Cesareni, D., Fiorilli, C., & Ligorio, M. B. (2022). Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences. Education Sciences, 12(7). https://doi.org/10.3390/educsci12070493

Cai, Y., Wang, L., Bi, Y., & Tang, R. (2022). How Can the Professional Community Influence Teachers’ Work Engagement? The Mediating Role of Teacher Self-Efficacy. Sustainability (Switzerland), 14(16). https://doi.org/10.3390/su141610029

Chen, I. S. (2017). Work engagement and its antecedents and consequences: A case of lecturers teaching synchronous distance education courses. Computers in Human Behavior, 72, 655–663. https://doi.org/10.1016/j.chb.2016.10.002

De Stasio, S., Benevene, P., Pepe, A., Buonomo, I., Ragni, B., & Berenguer, C. (2020). The interplay of compassion, subjective happiness and proactive strategies on kindergarten teachers’ work engagement and perceived working environment fit. International Journal of Environmental Research and Public Health, 17(13), 1–16. https://doi.org/10.3390/ijerph17134869

Edwards, O. V., & Taasoobshirazi, G. (2022). Social presence and teacher involvement: The link with expectancy, task value, and engagement. Internet and Higher Education, 55(May), 100869. https://doi.org/10.1016/j.iheduc.2022.100869

Hermanto, Y. B., & Srimulyani, V. A. (2022). The Relationship between Servant Leadership and Work Engagement: An Organizational Justice as a Mediator. Academic Journal of Interdisciplinary Studies, 11(2), 403–413. https://doi.org/10.36941/ajis-2022-0061

Jufrizen, Maya, S., Muhammad, I. N., Radiman, & Sri, F. W. (2019). Research in Business and Social Science The strategy of Spiritual Leadership : The Role of Organizational Commitment at Private Universities. International Journal of Research in Business and Social Science, 8(1), 64–72.

Kunte, M., & RungRuang, P. (2018). Longitudinal study of antecedents of work engagement in Thailand. Evidence-Based HRM, 7(2), 143–160. https://doi.org/10.1108/EBHRM-03-2018-0021

Ling Suan, C., & Mohd Nasurdin, A. (2015). Supervisor support and work engagement of hotel employees in Malaysia: Is it different for men and women? Gender in Management, 31(1), 2–18. https://doi.org/10.1108/GM-11-2014-0105

Mérida-López, S., Extremera, N., & Sánchez-Ãlvarez, N. (2020). The interactive effects of personal resources on teachers’work engagement and withdrawal intentions: A structural equation modeling approach. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072170

Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention, 29(3), 141–151. https://doi.org/10.5093/PI2020A10

Peláez-Fernández, M. A., Mérida-López, S., Rey, L., & Extremera, N. (2022). Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations. Personality and Individual Differences, 196(April). https://doi.org/10.1016/j.paid.2022.111727

Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior, 108(May), 28–41. https://doi.org/10.1016/j.jvb.2018.05.006

Rayton, B., Yalabik, Z., & Rapti, A. (2019). Fit perceptions, work engagement, satisfaction and commitment. Journal of Managerial Psychology, 34(6), 401–414. https://doi.org/10.1108/JMP-02-2018-0074

Schlackl, F., Link, N., & Hoehle, H. (2022). Antecedents and consequences of data breaches: A systematic review. Information and Management, 59(4), 103638. https://doi.org/10.1016/j.im.2022.103638

Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20(3), 285–304. https://doi.org/10.1080/13594320903513916

So, B. H., Kim, J. H., Ro, Y. J., & Song, J. H. (2022). Developing a measurement scale for employee engagement: a validation study in a South Korean context. European Journal of Training and Development, 46(5–6), 585–606. https://doi.org/10.1108/EJTD-11-2020-0155

Tomás, J., Santos, S., Georgieva, S., Enrique, S., & Fernández, I. (2018). Utrecht Work Engagement Scale in Dominican Teachers : Dimensionality ,. Journal of Work and Organizational Psychology, 34(1), 89–93. https://journals.copmadrid.org/jwop/files/articulo20180709100818.pdf

Van Loon, N. M., Heerema, M., Weggemans, M., & Noordegraaf, M. (2018). Speaking Up and Activism Among Frontline Employees: How Professional Coping Influences Work Engagement and Intent to Leave Among Teachers. American Review of Public Administration, 48(4), 318–328. https://doi.org/10.1177/0275074016682313

Van Wingerden, J., Bakker, A. B., & Derks, D. (2017). The longitudinal impact of a job crafting intervention. European Journal of Work and Organizational Psychology, 26(1), 107–119. https://doi.org/10.1080/1359432X.2016.1224233

Watt, H. M. G., Butler, R., & Richardson, P. W. (2021). Antecedents and consequences of teachers’ goal profiles in Australia and Israel. Learning and Instruction, 76(August 2020), 101491. https://doi.org/10.1016/j.learninstruc.2021.101491

Zahoor, A. (2018). Teacher Proactivity Influencing Student Satisfaction and Loyalty Role of Job Crafting and Work Engagement. Vikalpa, 43(3), 125–138. https://doi.org/10.1177/0256090918785046

ZnidarÅ¡iÄ, J., & MariÄ, M. (2021). Relationships between Work-Family Balance, Job Satisfaction, Life Satisfaction and Work Engagement among Higher Education Lecturers. Organizacija, 54(3), 227–237. https://doi.org/10.2478/orga-2021-0015 Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences. Education Sciences, 12(7). https://doi.org/10.3390/educsci12070493

Cai, Y., Wang, L., Bi, Y., & Tang, R. (2022). How Can the Professional Community Influence Teachers’ Work Engagement? The Mediating Role of Teacher Self-Efficacy. Sustainability (Switzerland), 14(16). https://doi.org/10.3390/su141610029

Chen, I. S. (2017). Work engagement and its antecedents and consequences: A case of lecturers teaching synchronous distance education courses. Computers in Human Behavior, 72, 655–663. https://doi.org/10.1016/j.chb.2016.10.002

De Stasio, S., Benevene, P., Pepe, A., Buonomo, I., Ragni, B., & Berenguer, C. (2020). The interplay of compassion, subjective happiness and proactive strategies on kindergarten teachers’ work engagement and perceived working environment fit. International Journal of Environmental Research and Public Health, 17(13), 1–16. https://doi.org/10.3390/ijerph17134869

Edwards, O. V., & Taasoobshirazi, G. (2022). Social presence and teacher involvement: The link with expectancy, task value, and engagement. Internet and Higher Education, 55(May), 100869. https://doi.org/10.1016/j.iheduc.2022.100869

Hermanto, Y. B., & Srimulyani, V. A. (2022). The Relationship between Servant Leadership and Work Engagement: An Organizational Justice as a Mediator. Academic Journal of Interdisciplinary Studies, 11(2), 403–413. https://doi.org/10.36941/ajis-2022-0061

Jufrizen, Maya, S., Muhammad, I. N., Radiman, & Sri, F. W. (2019). Research in Business and Social Science The strategy of Spiritual Leadership : The Role of Organizational Commitment at Private Universities. International Journal of Research in Business and Social Science, 8(1), 64–72.

Kunte, M., & RungRuang, P. (2018). Longitudinal study of antecedents of work engagement in Thailand. Evidence-Based HRM, 7(2), 143–160. https://doi.org/10.1108/EBHRM-03-2018-0021

Ling Suan, C., & Mohd Nasurdin, A. (2015). Supervisor support and work engagement of hotel employees in Malaysia: Is it different for men and women? Gender in Management, 31(1), 2–18. https://doi.org/10.1108/GM-11-2014-0105

Mérida-López, S., Extremera, N., & Sánchez-Ãlvarez, N. (2020). The interactive effects of personal resources on teachers’work engagement and withdrawal intentions: A structural equation modeling approach. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072170

Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention, 29(3), 141–151. https://doi.org/10.5093/PI2020A10

Peláez-Fernández, M. A., Mérida-López, S., Rey, L., & Extremera, N. (2022). Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations. Personality and Individual Differences, 196(April). https://doi.org/10.1016/j.paid.2022.111727

Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior, 108(May), 28–41. https://doi.org/10.1016/j.jvb.2018.05.006

Rayton, B., Yalabik, Z., & Rapti, A. (2019). Fit perceptions, work engagement, satisfaction and commitment. Journal of Managerial Psychology, 34(6), 401–414. https://doi.org/10.1108/JMP-02-2018-0074

Schlackl, F., Link, N., & Hoehle, H. (2022). Antecedents and consequences of data breaches: A systematic review. Information and Management, 59(4), 103638. https://doi.org/10.1016/j.im.2022.103638

Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20(3), 285–304. https://doi.org/10.1080/13594320903513916

So, B. H., Kim, J. H., Ro, Y. J., & Song, J. H. (2022). Developing a measurement scale for employee engagement: a validation study in a South Korean context. European Journal of Training and Development, 46(5–6), 585–606. https://doi.org/10.1108/EJTD-11-2020-0155

Tomás, J., Santos, S., Georgieva, S., Enrique, S., & Fernández, I. (2018). Utrecht Work Engagement Scale in Dominican Teachers : Dimensionality ,. Journal of Work and Organizational Psychology, 34(1), 89–93. https://journals.copmadrid.org/jwop/files/articulo20180709100818.pdf

Van Loon, N. M., Heerema, M., Weggemans, M., & Noordegraaf, M. (2018). Speaking Up and Activism Among Frontline Employees: How Professional Coping Influences Work Engagement and Intent to Leave Among Teachers. American Review of Public Administration, 48(4), 318–328. https://doi.org/10.1177/0275074016682313

Van Wingerden, J., Bakker, A. B., & Derks, D. (2017). The longitudinal impact of a job crafting intervention. European Journal of Work and Organizational Psychology, 26(1), 107–119. https://doi.org/10.1080/1359432X.2016.1224233

Watt, H. M. G., Butler, R., & Richardson, P. W. (2021). Antecedents and consequences of teachers’ goal profiles in Australia and Israel. Learning and Instruction, 76(August 2020), 101491. https://doi.org/10.1016/j.learninstruc.2021.101491

Zahoor, A. (2018). Teacher Proactivity Influencing Student Satisfaction and Loyalty Role of Job Crafting and Work Engagement. Vikalpa, 43(3), 125–138. https://doi.org/10.1177/0256090918785046

ZnidarÅ¡iÄ, J., & MariÄ, M. (2021). Relationships between Work-Family Balance, Job Satisfaction, Life Satisfaction and Work Engagement among Higher Education Lecturers. Organizacija, 54(3), 227–237. https://doi.org/10.2478/orga-2021-0015




DOI: https://doi.org/10.37403/mjm.v9i1.536

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