{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/5443"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/5443","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Predictors of Work Engagement Among Teachers in Regina and Saskatoon","abstract":"There are numerous studies that explore employee work engagement; however, the research is lacking in the area of teacher work engagement in Saskatchewan. This study was based on archived research in which 745 teachers within two urban centers, Regina and Saskatoon, completed a survey regarding their work-life and work-related engagement. The goal of this study was to determine predictors of teacher work engagement. The results of correlational analyses revealed that both job-related control and recognition are correlated positively with work engagement. A hierarchical regression analysis determined that work-related resources are the strongest predictor of work engagement and resulted in a significant amount of variance, after first accounting for demographic variables and work-related demands. The findings in this study have implications for stakeholders such as school divisions and boards, administrators, and the community at large, as there is likely to be a positive ripple effect of teachers who are engaged in their work.","abstract_html":"There are numerous studies that explore employee work engagement; however, the research is lacking in the area of teacher work engagement in Saskatchewan. This study was based on archived research in which 745 teachers within two urban centers, Regina and Saskatoon, completed a survey regarding their work-life and work-related engagement. The goal of this study was to determine predictors of teacher work engagement. The results of correlational analyses revealed that both job-related control and recognition are correlated positively with work engagement. A hierarchical regression analysis determined that work-related resources are the strongest predictor of work engagement and resulted in a significant amount of variance, after first accounting for demographic variables and work-related demands. The findings in this study have implications for stakeholders such as school divisions and boards, administrators, and the community at large, as there is likely to be a positive ripple effect of teachers who are engaged in their work.","abstract_has_math":false,"creators":["Schweitzer, Marie Jolene Catherine"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Education Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Martin, Ronald"],"committee_chairs":[],"committee_members":["Dolmage, William R.","Spooner, Marc"],"year":2014,"date_issued":"2014-01","date_published":"2014-01","updated_at":"2026-07-24T04:03:47Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4948"],"render_values":[{"text":"https://doi.org/10.82465/4948","href":"https://doi.org/10.82465/4948","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/5443","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Martin, Ronald"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Dolmage, William R.","Spooner, Marc"]},{"key":"dc:creator","label":"Author","values":["Schweitzer, Marie Jolene Catherine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-17T18:37:46Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-17T18:37:46Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-01"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4948"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/5443"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Educational Psychology, University of Regina. viii, 59 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["There are numerous studies that explore employee work engagement; however, the research is lacking in the area of teacher work engagement in Saskatchewan. This study was based on archived research in which 745 teachers within two urban centers, Regina and Saskatoon, completed a survey regarding their work-life and work-related engagement. The goal of this study was to determine predictors of teacher work engagement. The results of correlational analyses revealed that both job-related control and recognition are correlated positively with work engagement. A hierarchical regression analysis determined that work-related resources are the strongest predictor of work engagement and resulted in a significant amount of variance, after first accounting for demographic variables and work-related demands. The findings in this study have implications for stakeholders such as school divisions and boards, administrators, and the community at large, as there is likely to be a positive ripple effect of teachers who are engaged in their work."]},{"key":"dc:title","label":"Title","values":["Predictors of Work Engagement Among Teachers in Regina and Saskatoon"]}]}],"canonical_facts":{"dc:contributor.advisor":["Martin, Ronald"],"dc:contributor.committeemember":["Dolmage, William R.","Spooner, Marc"],"dc:creator":["Schweitzer, Marie Jolene Catherine"],"dc:date.accessioned":["2014-10-17T18:37:46Z"],"dc:date.available":["2014-10-17T18:37:46Z"],"dc:date.issued":["2014-01"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Educational Psychology, University of Regina. viii, 59 p."],"dc:description.abstract":["There are numerous studies that explore employee work engagement; however, the research is lacking in the area of teacher work engagement in Saskatchewan. This study was based on archived research in which 745 teachers within two urban centers, Regina and Saskatoon, completed a survey regarding their work-life and work-related engagement. The goal of this study was to determine predictors of teacher work engagement. The results of correlational analyses revealed that both job-related control and recognition are correlated positively with work engagement. A hierarchical regression analysis determined that work-related resources are the strongest predictor of work engagement and resulted in a significant amount of variance, after first accounting for demographic variables and work-related demands. The findings in this study have implications for stakeholders such as school divisions and boards, administrators, and the community at large, as there is likely to be a positive ripple effect of teachers who are engaged in their work."],"dc:identifier.doi":["https://doi.org/10.82465/4948"],"dc:identifier.uri":["https://hdl.handle.net/10294/5443"],"dc:language.iso":["en"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:title":["Predictors of Work Engagement Among Teachers in Regina and Saskatoon"],"dc:type":["master thesis"],"thesis:degree_discipline":["Education Psychology"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Education (MEd)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:47Z"}