Influence of individual characteristics on work engagement of teachers moderated by organisational factors in Acholi-sub region, Uganda

Abstract

The study investigated the influence of individual characteristics on work engagement of primary school teachers moderated by organisational factors in the Acholi sub- region in Uganda. Specifically, the study examined influence of individual characteristics on work engagement of primary school teachers, assessed the influence of organisational factors on work engagement of primary school teachers, and tested the moderating role organisational factors on the influence of individual characteristics on work engagement of primary school teachers. Using the correlational research design, data were collected on a sample of 326. Data collected using a self-administered questionnaire was analysed using descriptive statistics, Student’s t-Test, ANOVA, correlation, regression and moderation methods. The findings revealed that while teacher absorption was high as well as personal self-efficacy of teachers, dedication and teacher vigour were moderate. For organisational factors, leadership support and social support were fair. Student’s t-Test and ANOVA findings showed that while there were discernible differences in work engagement according to gender, age, and position in the school, there were no discernible variations according to education level, marital status and teaching experience. Regression analysis indicated that individual characteristics and organisational factors were positive strong antecedents of work engagement of teachers in primary schools. However, moderation analysis revealed that organisational factors had no moderating role on the influence of individual characteristics on work engagement of teachers. It was concluded that individual characteristics are crucial for work engagement of teachers, organisational factors in form of leadership and social support are essential for engagement of teachers, and giving individual characteristics and organisational factors equal emphasis in schools to promote work engagement should not be an overriding factor. Therefore, it was recommended that The Ministry of Education and Sports in collaboration with District Education Officers, head teachers, and other education stakeholders should take into account individual characteristics when designing and implementing teacher support programs, head teachers should prioritise leadership and social support within schools, and the Ministry of Education and Sports, in partnership with education officials and head teachers should strengthen school-level systems that enhance employee engagement.