Correlation Between Professional Identification and Work Engagement Among College Teachers in the Context of Long-Term Professional Development: Mediating Role of Organizational Identification
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Background. The level of work input is related to the quality of training among university teachers. Therefore, promoting the long-term professional development of teachers is crucial. Objectives. This study investigated the effects of teachers’ professional identification on work engagement through organizational identification. Methods. A questionnaire based on scales on professional identification, organizational identification, and work engagement was administered to 492 teachers in Changchun, Changsha, and Beijing. The data were analyzed using SPSS 25 and AMOS 21.0 to construct a structural equation model. Bootstrapping was used to explore the mediating effect of organizational identification. Results. Professional identification and organizational identification significantly and positively affected work engagement. Professional identification significantly and positively affected organizational identification. Organizational identification mediated the relationship between professional identification and work engagement. Conclusion. Enhancing the professional identification of teachers may promote their engagement and long-term professional development. The stronger teachers’ organizational identification is, the greater the effect of teachers’ professional identification on teacher work engagement.
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