Department of Education Studies
Teachers’ engagement at work: An international validation study
This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships between work engagement, workplace well-being (job satisfaction and quitting intention), and contextual variables (socioeconomic status, experience, and gender). The 1-factor version of the Utrecht Work Engagement Scale was deemed preferable to the 3-factor version and showed acceptable fit to the cross-national data. The 1-factor Utrecht Work Engagement Scale showed good internal consistency and similar relationships with workplace well-being and contextual variables across settings. The Utrecht Work Engagement Scale was invariant within broadly construed Western and non-Western groups but not across Western and non-Western groups. The authors concluded that the Utrecht Work Engagement Scale needs further development before its use can be supported in further cross-cultural research. Copyright © Taylor & Francis Group, LLC.
culture, motivation, multicultural education, structural equation modeling, teaching
Source Publication Title
Journal of Experimental Education
Taylor & Francis
Klassen, Robert M., Said Aldhafri, Caroline F. Mansfield, Edy Purwanto, Angela F. Y. Siu, Marina W. Wong, and Amanda Woods-Mcconney. "Teachers’ engagement at work: An international validation study." Journal of Experimental Education 80.4 (2012): 317-337.