The Impact of Educational Beliefs on Work Engagement Among Private College Teachers in China: An Empirical Study
Abstract
Background and Aim: Despite the widespread acknowledgment of work engagement challenges among faculty, there remains a significant gap in the literature regarding the specific influence of educational beliefs on teacher engagement, particularly within private colleges in China. Thus, this study aims to explore the impact of educational management beliefs and work engagement among teachers in private colleges and universities.
Materials and Methods: Employing a questionnaire survey and interviews, this study investigates how teachers' beliefs and sense of teaching efficacy mediate their work engagement. Research tools include the "Survey on the Impact of Educational Beliefs on Work Engagement among Private College Teachers" and the "Interview Outline for Educational Beliefs of Private College Teachers," with SPSS 26.0 software and the Process plugin used for data analysis.
Results: Findings reveal a significant, positive correlation between teachers' educational beliefs, their sense of teaching efficacy, and their work engagement.
Conclusion: The study underscores the importance of nurturing positive educational beliefs and teaching efficacy to enhance work engagement among private college teachers, contributing to the advancement of higher education in China.
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