The Impact of Teacher and Peer Support on Preservice EFL Teachers’ Work Engagement in Their Teaching Practicum: The Mediating Role of Teacher L2 Grit and Language Teaching Enjoyment

• Published in: Behavioral sciences Vol. 14; no. 9; p. 785
• Main Authors: Fan, Jiqun, Lu, Xiaobing, Zhang, Qinqing
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 01.09.2024; MDPI
• Subjects: Emotions; English as a second language; Language instruction; Mediation; peer support; positive language emotions; preservice teachers; Social support; Students; teacher support; Teachers; Teaching; work engagement; United Kingdom; China; teacher support; work engagement; preservice teachers; positive language emotions; peer support
• ISSN: 2076-328X; 2076-328X
• DOI: 10.3390/bs14090785

The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psychological and emotional factors throughout the practicum. To address this research gap, the present study, informed by the Stimulus–Organism–Response (SOR) theory, has developed a structural equation model. This model posits teacher support and peer support as stimuli, L2 grit and the foreign language teaching enjoyment as the organism, and the work engagement of pre-service teachers as the behavioral response. A quantitative survey was conducted among 516 preservice EFL teachers to examine the relationships among variables in the model. Findings showed direct predictions of work engagement by teacher support, L2 grit, and FLTE. L2 grit and FLTE sequentially mediated the relationship between teacher and peer support and work engagement. This study identified the factors influencing preservice EFL teachers’ work engagement, contributing to a deeper understanding of their psychological characteristics and emotional experiences during the teaching practicum. Additionally, the study offers practical implications for universities and internship schools to enhance preservice teachers’ work engagement during the practicum.