Maryam Joharishirazi and Delaram Chehelmard
The necessary precursor to high levels of student achievement is deep engagement in learning, and the teacher’s own engagement is the key to achieving that. Work engagement may be defined as a positive, fulfilling, work-related psychological state characterized by the dimensions of vigor, dedication, and absorption. This research has been carried out to analyze the impact of Appetite for Change and Knowledge Deployment (two of the seven components of Organizational Intelligence) on work engagement among a sample of 141 secondary school teachers in Hyderabad, Andhra Pradesh, India in March and April 2013. The measurement instruments used in this study were the Utrecht Work Engagement Scale and Albrecht Organizational Intelligence questionnaire (2003). The method of this research is descriptive correlation. The outcome of the research showed that there is a positive and significant relationship between the two components: Appetite for Change and Knowledge Deployment, and teachers’ work engagement. In addition, the reliability of the UWES-9 was investigated by using Cronbach’s alpha coefficient which was high (alpha=.86 overall) and the results showed that teachers’ level of work engagement is generally high (overall M=5.40 on the 7-point scale).
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