| dc.description.abstract | School teachers are considered to be one of the most physically and mentally
challenging professions, yet there have been reports of decreased work engagement
among them in recent years. They frequently face substantial workloads, resource
constraints, and critiques of their work quality, while also dealing with conflicting
expectations arising from their professional standards, personal convictions, and the
student's parents' needs. The study investigated sequencing relationship among task
complexity, professional coping and work engagement among school teachers. The
mass survey was distributed among primary and secondary school teachers in Chau
Thanh district, Ba Ria-Vung Tau province, Vietnam with 352 valid responses for data
analysis. It reveals significantly sequencing relationship among task complexity,
professional coping and work engagement with all positive impacts. This study may
bring theoretical and practical implications on professional coping among school
teachers to enhance work engagement in reality. | en_US |
