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Article

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

1
Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain
2
Faculty of Psychology, Department of Basic Psychology, University of Málaga, 29071 Málaga, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(7), 2170; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17072170
Received: 11 February 2020 / Revised: 13 March 2020 / Accepted: 21 March 2020 / Published: 25 March 2020
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. View Full-Text
Keywords: emotional intelligence; work engagement; withdrawal intention; teacher self-efficacy; structural equation modeling emotional intelligence; work engagement; withdrawal intention; teacher self-efficacy; structural equation modeling
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MDPI and ACS Style

Mérida-López, S.; Extremera, N.; Sánchez-Álvarez, N. 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, 17, 2170. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17072170

AMA Style

Mérida-López S, Extremera N, Sánchez-Álvarez N. 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. 2020; 17(7):2170. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17072170

Chicago/Turabian Style

Mérida-López, Sergio, Natalio Extremera, and Nicolás Sánchez-Álvarez. 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, no. 7: 2170. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17072170

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