Investigating the interplay of Chinese EFL teachers' proactive personality, flow, and work engagement

Recently, researchers have focused on various factors influencing work engagement, particularly in the EFL context. In this vein, this study was carried out to investigate the relationship among proactive personality, flow, and work engagement in China. In so doing, three instruments including Proac...

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Veröffentlicht in:Journal of multilingual and multicultural development Jg. 46; H. 2; S. 209 - 223
Hauptverfasser: Dai, Kun, Wang, Yongliang
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 07.02.2025
Taylor & Francis Ltd
Schlagworte:
Chinese EFL teachers
Chinese languages
Correlation
English (Second Language)
English as a second language instruction
English teachers
flow at work
Foreign languages
Language Teachers
Personality
proactive personality
Sampling
Second language teachers
Structural equation modeling
Structural Equation Models
Teachers
Well being
Work
work engagement
ISSN:0143-4632, 1747-7557
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Zusammenfassung:Recently, researchers have focused on various factors influencing work engagement, particularly in the EFL context. In this vein, this study was carried out to investigate the relationship among proactive personality, flow, and work engagement in China. In so doing, three instruments including Proactive Personality Scale, Work-Related Flow Inventory (WOLF), and Work and Well-Being Survey (UWES) were used. Employing a convenience sampling method, 350 English teachers were selected from 20 provinces in China. Structural equation modeling (SEM) was utilized to analyze the obtained data. The findings demonstrated a positive correlation among EFL teachers' flow, proactive personality, and work engagement. The results of SEM also indicated that work engagement could be predicted by both flow and proactive personality; however, flow had more predictive power. The findings from this study have both theoretical and practical implications for second/foreign language researchers and different stakeholders.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0143-4632
1747-7557
DOI:10.1080/01434632.2023.2174128