Predicting job engagement based on psychological well-being and life expectancy in teachers of Slow Paced Students

Document Type : Original Article

Authors

1 PhD Student of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Islamic Azad University of Central Tehran Branch, Tehran, Iran

2 Assistant Professor, Department of Exceptional Children and General Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University of Central Tehran Branch, Tehran, Iran

Abstract

This study was aimed to predict job engagement based on psychological well-being and life expectancy in teachers of slow paced students. It was a descriptive-analytical study of correlational type among teachers of slow paced students of Tehran City in 2019. Research population consisted of 540 individuals (346 female and 194 male) from among whom 100 teachers (59 female and 41 male) were selected by simple random sampling method. All participants completed the Schaufeli & Salanova Job Engagement Questionnaire (JEQ, 2002), Ryff & Keyes Psychological Well-Being Scale (PWBS, 2008) and Miller's Life Expectancy Questionnaire (LEQ, 1998). Data were analyzed by Pearson correlation and multiple regression by SPSS (version 24). The findings showed job engagement have a positive and significant relationship with psychological well-being (r=0/36) and life expectancy (r=0/39) in teachers of slow paced students. The results of multiple regression showed that predicting variables were significantly able to predict 24/1 percent of variance of job engagement in teachers of slow paced students that in this predicting the share of psychological well-being was higher than life expectancy (P<0/05). The results indicated the importance of psychological well-being and life expectancy in predicting the job engagement in teachers of slow paced students. Therefore, it is suggested to counselors and therapists to improve their job engagement, increasing the level of psychological well- being and life expectancy.

Keywords

References

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Empowering Exceptional Children
Volume 11, Issue 1
June 2020
Pages 72-63

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History

  • Receive Date: 18 March 2020
  • Revise Date: 01 June 2020
  • Accept Date: 17 June 2020

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