the role of organizational identity and resilience in english teachers’ work engagement: a structural equation modeling

Previous studies have acknowledged the significant role of individual factors of organizational identity, resilience, and work engagement in the quality of educational systems. having probed into the literature, consistent with kangas-dick and o’shaughnessyim’s (2020) perspective, one identifies resilience as an influential teacher-related variable relevant to both organizational identity and work engagement. however, few studies have shed light on teachers' organizational identity, defined initially as one characteristic of organizations considered by their members to play a part in their uniqueness and distinctiveness (albert & whetten, 1985), let alone the interplay between the constructs of organizational identity, psychological resilience, and work engagement. therefore, aiming to bridge the gap, the primary purpose of this study was to investigate the impact of english teachers' resilience and organizational identity concerning their level of work engagement regarding english as foreign language teachers from private language institutes. the data were collected from three questionnaires with 150 respondents with diverse academic backgrounds. the participants were both novice and experienced instructors teaching language learners at different proficiency levels. the measuring instruments adopted encompassed the ultra-short utrecht work engagement scale (2019), connor-davidson resilience scale )2003), and the organizational identity questionnaire (miller, allen, casey, & johnson, 2000). to gain an in-depth insight into the significance of organizational identity and resilience in predicting work engagement, structural equation modeling, as a robust multivariate procedure, was employed to test the proposed hypotheses in the study and simultaneously take into account measurement error (byrne, 2001). the results indicated a significant relationship between the two independent variables and work engagement. the findings may carry some pedagogical implications for policymakers and managers, who could use the results as a reference in times of crisis to improve english teachers' work engagement and consequently boost the outcomes by strengthening their organizational identity and resilience.