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

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 pr...

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Published inBehavioral sciences Vol. 14; no. 9; p. 785
Main Authors Fan, Jiqun, Lu, Xiaobing, Zhang, Qinqing
Format Journal Article
LanguageEnglish
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
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Abstract 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.
AbstractList 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.
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.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.
Audience Academic
Author Fan, Jiqun
Zhang, Qinqing
Lu, Xiaobing
AuthorAffiliation 2 Department of Applied Foreign Language Studies, Nanjing University, Nanjing 210023, China
1 School of Foreign Languages, Huainan Normal University, Huainan 232038, China; 106050@hnnu.edu.cn (J.F.); zhangqinqing@hnnu.edu.cn (Q.Z.)
AuthorAffiliation_xml – name: 2 Department of Applied Foreign Language Studies, Nanjing University, Nanjing 210023, China
– name: 1 School of Foreign Languages, Huainan Normal University, Huainan 232038, China; 106050@hnnu.edu.cn (J.F.); zhangqinqing@hnnu.edu.cn (Q.Z.)
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BackLink https://www.ncbi.nlm.nih.gov/pubmed/39336000$$D View this record in MEDLINE/PubMed
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Issue 9
Keywords teacher support
work engagement
preservice teachers
positive language emotions
peer support
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Snippet The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the...
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StartPage 785
SubjectTerms 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
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Title 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
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https://pubmed.ncbi.nlm.nih.gov/PMC11428481
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Volume 14
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