Predictors of Work Engagement Among Teachers in Regina and Saskatoon

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.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Education Psychology

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2014

Author dc:creator

• Schweitzer, Marie Jolene Catherine

Advisor dc:contributor.advisor

• Martin, Ronald

Committee members dc:contributor.committeemember

• Dolmage, William R.
• Spooner, Marc

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4948

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/5443