Teacher professional identity on work engagement: the moderating roles of ego-resilience and perceived organizational support

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Abstract
Introduction: Few studies explored the effects of combining different resources on work behavior. This study tested the interaction effect of personal (i.e., ego-resilience) and organizational resources (i.e., perceived organizational support) in the relationship between teacher professional identity and work engagement. Methods: A total of 2,956 teachers took part in this study. Four scales measured the professional identity, ego-resilience, perceived organizational support, and work engagement. Results: Results showed that: (1) teacher professional identity has significant correlations to ego-resilience ( r = 0.49, p < 0.01), perceived organizational support ( r = 0.50, p < 0.01), and work engagement ( r = 0.64, p < 0.01); (2) when the scores of ego-resilience and perceived organizational support were both high, the predictive effect of teacher professional identity on work engagement was the biggest ( B = 0.72, SE = 0.07, p = 0.000, 95% CI = 0.58 to 0.86). Discussion: Enhancing teachers’ ego-resilience and improving organizational support are of great significance for increasing teachers’ work engagement.

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