PSYCHOLOGICAL CAPITAL, ACADEMIC JOB SATISFACTION AND EMOTIONAL INTELLIGENCE: A STRUCTURAL EQUATION MODEL ON WORK ENGAGEMENT AMONG PUBLIC SCHOOL TEACHERS

Abstract

The study attempted to find the best-fit model on work engagement as influenced by psychological capital, academic job satisfaction, and emotional intelligence in public schools using Structural Equation Modeling (SEM) to 402 teachers in Davao Region, Philippines. Findings revealed very high levels of psychological capital and a high level of academic job satisfaction, emotional intelligence, and work engagement. There were significant correlations between psychological capital, academic job satisfaction, emotional intelligence, and work engagement. Further, results showed that the best-fit model was model 3 showing the direct causal relationships of psychological capital, academic job satisfaction, and emotional intelligence on work engagement. Furthermore, structure modifications revealed that psychological capital was described by its domains: hope and optimism while academic job satisfaction was determined by its retained indicators, namely: my work itself and interpersonal relationships. On the other hand, emotional intelligence was measured by its domains: empathy and motivating oneself. Finally, work engagement was defined by its retained indicators, namely: absorption and dedication. The study's findings could serve as an essential basis for teacher advancement programs, policies, and initiatives in educational organizations. Article visualizations: