Abstract

• The main purpose of this study is to investigate the effect of psychological capital and job resources on teachers’ work engagement. The sample consisted of 906 teachers from basic education schools in Meiktila Township and Pyawbwe Township, Mandalay Region. The quantitative research design and survey method were used. In this study, three questionnaires were used: Psychological Capital Questionnaire developed by Luthans, Avolio, Avey and Norman (2007), Job Resources Scale developed by Jackson and Rothmann (2005) and Engaged Teacher Scale developed by Klassen, Yerdelen and Durksen (2013). The instruments were validated by using confirmatory factor analysis. Then, the data were analyzed to investigate the research objectives. In analyzing psychological capital’s dimensions, there were significant differences in optimism and resilience according to teachers’ age. In job resources’ dimensions, significant differences were found in organizational support and advancement by teachers’ age. From the analysis of work engagement’s dimensions, there were significant differences in emotional engagement, social engagement with students and social engagement with colleagues according to teachers’ age. Structural model indicated the direct effect of psychological capital on work engagement (β = 0.49) and the direct effect of job resources on work engagement (β = 0.25). In addition, job resources also had an indirect effect on work engagement through psychological capital as a mediator. Findings from this study may contribute the educational field by exploring the factors that may improve teachers’ work engagement which is an essential factor to improve the education system.