Abstract
Aim/purpose – This study aims to develop a model of the relationships between job resources (autonomy, recognition), personal resources (self-efficacy), and work engagement among academic staff. Moreover, the moderation of job demand was also examined in relation to the association between these constructs.
Design/methodology/approach – In the context of survey research, 554 questionnaires were distributed using a simple random sampling technique in public secondary schools of seven districts across Punjab, Pakistan, out of which 398 questionnaires were considered usable for the research. To analyze the data, the structural equation modeling method was applied through PLS-SEM software.
Findings – This study found that recognition and self-efficacy have a significant and positive impact on work engagement. Furthermore, the study revealed that academic staff’s work engagement was not significantly affected by job autonomy. Regarding the moderation analysis, no moderating effect was found on the association between job resources, self-efficacy, and work engagement.
Research implications/limitations – This study contributes to the existing knowledge on the JDR model of work engagement and has several implications. The current study holds practical importance for individuals in all fields, especially those in the educational industry. It is recommended that future studies expand the relationship between these variables across a range of industries. Future research may consider other relevant factors and longitudinal studies as alternatives to cross-sectional observational studies.
Originality/value/contribution – This study makes a significant contribution to the work engagement literature by examining how job resources and self-efficacy affect work engagement while moderating job demands. To increase the work engagement of academic staff, this study presents a fresh approach to optimal management, enhancing the implementation of job and personal resources that increase work engagement.