Job Engagement

With the shift of research attention from human malfunctioning to human optimal functioning in the workplace, job engagement which is regarded the opposite of job burnout has attracted researchers’ attention in organizational psychology. This exploratory study aimed to investigate the predictive role of emotional intelligence (EI) as a personal resource in determining levels of job engagement among Iranian English language teachers within job demands-resources model (JD-R). To this end, 442 English language teachers who were teaching in both public and private contexts were selected through non-probability convenience sampling and were surveyed regarding their demographic information, the perception of their levels of job engagement and emotional intelligence through a demographic questionnaire, the Utrecht Work Engagement Scale (UWES), and emotional intelligence scale. The results of hierarchical multiple regression analyses revealed that after controlling for the effect of demographic variables, there were significant positive predicting relationships between two emotional intelligence subscales of management of own emotions (MOE) and management of others’ emotions (MTE) and job engagement components of vigor, dedication, and absorption. The results imply that training teachers to improve their emotional intelligence can be a strategy to boost their job engagement.

In order to increase the efficiency and productivity of employees and organizations industrial and organizational psychologists have identified and examined the important psychological structures affecting the effectiveness of organizations and to achieve this goal the variables of job enthusiasm, authentic leadership and scientific optimism have always been considered.The purpose of this study is to investigate the mediator role of the scientific optimism in relationship between authentic leadership andteachers' job engagement. The study is an applied descriptive correlational one in which he statistical population consisted of all English language teachers in the city of Sanandaj from among which 190 individuals were selected as samples based on Morgan Table and using a random stratified method. They responded to three questionnaires of authentic leadership, academic optimism, and job engagement. The results were analyzed using structural equation modeling method. Findings indicated that that authentic leadership has a direct effect on scientific optimism, scientific optimism has a direct effect on job enthusiasm, and authentic leadership has a direct effect on scientific optimism. furthermore, authenticleadership through scientific optimism has an indirect effect on job engagement and the hypothetical model of the research showed a good fit. Therefore, it can be said that authentic leadership and academic optimism are important variables that are closely related to job engagement in teachers.

Background and Theoretical Foundations: One of the dual challenges in the world of organization and management is job engagement versus job burnout. Some believe that job engagement is the positive antithesis of job burnout. Job burnout is a problem in modern societies related to living in an advanced world, particularly in the modern work environment. Researchers have identified some consequences of this phenomenon as decreased motivation, dissatisfaction, and the intention to leave the job. The main objective of this research is to examine and compare the impact of job engagement and burnout (based on the Job Demands-Resources model) on the turnover intention among seafarers. Methodology: This research is applied in terms of its objective and descriptive-survey in nature. The statistical population consists of 300 employees working in maritime organizations in Mazandaran province, with a sample size of 169 selected through random sampling based on the Krejcie and Morgan table. To measure the research variables, questionnaires were used for job demands (role conflict, job conditions, and work-home interference) from Rizzo et al. (1970), Mohammadi et al. (2011), and Wagena & Geurts (2000) with 15 questions; job resources (supervisor support, self-esteem, and feedback) from HSE, Rosenberg (1965), Hackman & Oldham (1975) with 11 questions; job burnout (exhaustion, cynicism, and professional efficacy) from Maslach (1996) with 10 questions; job engagement (vigor, dedication, and absorption) with 12 questions; and turnover intention from Cammann et al. (1979) with 3 questions. Their validity was calculated using content and face validity methods, and their reliability was confirmed by calculating Cronbach's alpha. For data analysis, demographic information (descriptive statistics) was used, and for inferential analysis, correlation tests and structural equation modeling were employed. Findings and conclusion: Statistical data analysis indicates that the impact of job resources, job demands, and job engagement on job burnout are 0.81, 0.60, and 0.30 respectively; the impact of job resources on job demands and job engagement are 0.92 and 0.70 respectively; the impact of job engagement on job burnout is 0.30; and the impact of job engagement and burnout on employees' intention to leave are 0.30 and 0.72 respectively. The research results showed that job burnout and engagement affect seafarers' turnover intention. Additionally, job engagement and demands impact burnout, while job resources influence engagement. Job demands affect seafarers' burnout, and the relationship between demands and resources as well as the impact of job resources on job burnout was confirmed.