Job Engagement

With the shift of research attention from human malfunctioning to human optimal functioning in the workplace, job engagement which is regarded the opposite of job burnout has attracted researchers’ attention in organizational psychology. This exploratory study aimed to investigate the predictive role of emotional intelligence (EI) as a personal resource in determining levels of job engagement among Iranian English language teachers within job demands-resources model (JD-R). To this end, 442 English language teachers who were teaching in both public and private contexts were selected through non-probability convenience sampling and were surveyed regarding their demographic information, the perception of their levels of job engagement and emotional intelligence through a demographic questionnaire, the Utrecht Work Engagement Scale (UWES), and emotional intelligence scale. The results of hierarchical multiple regression analyses revealed that after controlling for the effect of demographic variables, there were significant positive predicting relationships between two emotional intelligence subscales of management of own emotions (MOE) and management of others’ emotions (MTE) and job engagement components of vigor, dedication, and absorption. The results imply that training teachers to improve their emotional intelligence can be a strategy to boost their job engagement.

In order to increase the efficiency and productivity of employees and organizations industrial and organizational psychologists have identified and examined the important psychological structures affecting the effectiveness of organizations and to achieve this goal the variables of job enthusiasm, authentic leadership and scientific optimism have always been considered.The purpose of this study is to investigate the mediator role of the scientific optimism in relationship between authentic leadership andteachers' job engagement. The study is an applied descriptive correlational one in which he statistical population consisted of all English language teachers in the city of Sanandaj from among which 190 individuals were selected as samples based on Morgan Table and using a random stratified method. They responded to three questionnaires of authentic leadership, academic optimism, and job engagement. The results were analyzed using structural equation modeling method. Findings indicated that that authentic leadership has a direct effect on scientific optimism, scientific optimism has a direct effect on job enthusiasm, and authentic leadership has a direct effect on scientific optimism. furthermore, authenticleadership through scientific optimism has an indirect effect on job engagement and the hypothetical model of the research showed a good fit. Therefore, it can be said that authentic leadership and academic optimism are important variables that are closely related to job engagement in teachers.