Indirect Influence of Organisational Constraints And Occupational Self Efficacy On Work Engagement Of Teachers Through Perceived Occupational Calling In Enugu State
Emmanuella U. Anozie
Abstract
Literature has documented that work engagement on the part of teachers may influence
not only the teachers' professional growth, but also students' physical and mental
Ldevelopment, academic performance, and teachers' interactions with students.
However, there is limited research among teachers that explored organisational factors that
influence their engagement with their work, especially in the Sub-Saharan Africa. The
purpose of this study is to investigate the indirect effects of organisational constraints and
occupational self-efficacy on work engagement through perceived occupational calling. A
total of 347 Nigerian secondary school teachers (317 females and 30 males) were drawn from
ten secondary schools in Enugu State. The average age of the sample was 30.78 (SD = 3.34,
ranging from 24 to 42 years). Results of the Hayes PROCESS Macro showed that
organisational constraint, perceived occupational calling and occupational self-efficacy were
all related with work engagement. The mediation analysis further showed that perceived
occupational calling mediated the relationship between organisational constraint and work
engagement but did not mediate the relationship between occupational self-efficacy and work
engagement. This study contributes to existing literature and further advances knowledge on
the relationship between organisational constraint and work engagement.
Key words:
occupational calling, occupational self-efficacy, organisational constraints, work
engagement