| Title: | University Policy Implication for Improving Teachers’ Work Engagement in Municipal Universities in Henan, China |
| Author: | Wang Li |
| Advisor: | รศ. ดร.บุญมี เณรยอด – Assoc. Prof. Dr. Boonmee Nenyod |
| Degree: | ปรัชญาดุษฎีบัณฑิต สาขาวิชานวัตกรรมการบริหารการศึกษา – Doctor of Philosophy Program in Educational Administration Innovation |
| Major: | ปร.ด. นวัตกรรมการบริหารการศึกษา – Ph.D. in Educational Administration Innovation |
| Faculty: | บัณฑิตวิทยาลัย (Graduate School) |
| Academic year: | 2569 (2026) |
| Published: | ตีพิมพ์ในวารสาร (Journal Name) Journal of Educational Innovation and Research Vol. 11 No. 3 July-September 2027 TCI Tier 1 Publication Year: 2570 (2027) View นำเสนอในที่ประชุมวิชาการ (Conference) The 18th National and International Academic Conference “Sustainable Horizon: Transforming Ideas into Impact” 6-7 August 2025 (pp.1425-1436) Conference Publication Year: 2568 (2025) View |
Abstract
This study aimed to examine the key factors influencing teachers’ work engagement in municipal universities in Henan Province. Based on organizational support theory, social identity theory, self-efficacy theory, and engagement theory, a conceptual framework model was constructed. This model examined how organizational support, professional identity, and psychological capital affect self-efficacy, thereby influencing teachers’ work engagement, with age serving as a moderating variable. It also investigated how organizational support, professional identity and psychological capital affect organizational commitment, which in turn influences teachers’ work engagement.
A mixed-method design was adopted. Quantitative data were collected by distributing questionnaires via the WJX platform, yielding 405 valid responses. Analysis was conducted using SPSS 29 and AMOS 24, employing CFA and SEM. Qualitative data collected through online semi-structured interviews and updated reporting questionnaires were analyzed. NVivo 15 supported data processing and facilitated text analysis to identify patterns and descriptions.
The SEM results indicate that organizational support, professional identity, and psychological capital significantly impact self-efficacy, which in turn significantly predicts teachers’ work engagement. The moderating effect of age on the relationship between self-efficacy and teachers’ work engagement was confirmed. Organizational support and professional identity have a significant impact on organizational commitment, which in turn significantly predicts teachers’ work engagement. Psychological capital has no significant impact on organizational commitment, and the mediating effect of organizational commitment on the relationship between psychological capital and teachers’ work engagement is not significant.
The model exhibited good fit (CFI = 0.986, RMSEA = 0.024). Qualitative analysis validated the research findings on the dimensions of propriety, feasibility, and utility. Ten experts from nine universities ensured the rigor of the evaluation through semi-structured interviews. The model proposed a framework to enhance work engagement. Based on the model’s high impact factors, policy recommendations were proposed to enhance teachers’ work engagement.
Keywords: teachers, municipal universities, teacher work engagement, university policy implication
