Date of Award

Spring 2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Sarah Yates

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. James Anderson

Abstract

The purpose of this non-experimental, descriptive quantitative survey study was to evaluate if teacher self-efficacy predicts teacher work engagement for expatriate teachers in international schools in China. The purposive sample was composed of 103 expatriate, international school teachers who have worked in China during the past 10 years at an international K12 school and are personally known to the researcher or the researcher’s contacts. The Teachers’ Sense of Efficacy Scale (TSES) and the Engaged Teachers Scale (ETS) measured teacher self-efficacy and teacher work engagement. Results from simple linear regression indicated a statistically significant predictive relationship between teacher self-efficacy and teacher work engagement. Multiple linear regression analysis indicated that the student engagement dimension of self-efficacy was the most statistically significantly predictive of study participants’ overall perception of their level of work engagement. Multiple linear regression analysis indicated that the teacher work engagement factors of emotional engagement and social engagement with students were the most statistically significantly predictive of study participants’ overall perceptions of self-efficacy. The data suggest that investigating the role of teacher self-efficacy and its impact on teacher work engagement can address the problem of hiring and retaining quality expat teachers in international schools in China.

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