A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers

Abstract

The purpose of this research was to explore the reciprocal associations between teachers’ grit, foreign language teaching enjoyment (FLTE), and work engagement using a cross-lagged panel design. In addition, the role of teacher self-efficacy as the predictor in the model was also examined. A sample of 786 English as foreign language (FL) teachers were recruited as the participants. The results of a cross-lagged analysis showed the reciprocal relations between the constructs. More gritty teachers at first assessment point showed further FLTE at the second point. Also, teachers who demonstrated further engagement at Time 1 showed greater degrees of FLTE at Time 2. Furthermore, higher levels of FLTE at Time 1 also led to greater levels of grit and engagement at Time 2. Finally, teacher self-efficacy positively predicated grit, FLTE, and work engagement just at Time 1, revealing that teacher self-efficacy failed to significantly predict the three latent constructs five months later.