The interplay of self-efficacy, grit, and metacognition in shaping work engagement among EFL teachers: a comparative study of Mainland China and Hong Kong.

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ID: 282198
2025
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Abstract
This study investigates the relationships among teacher self-efficacy, grit, metacognition, and work engagement among secondary school English as a Foreign Language (EFL) teachers in mainland China and Hong Kong. Utilizing a purposive sampling method, 592 teachers from diverse educational settings participated in the study. Structural Equation Modeling (SEM) was employed to analyze the data, revealing that both self-efficacy and grit significantly predict work engagement, with teaching metacognition serving as a mediator in these relationships. Notably, the impact of self-efficacy on work engagement was stronger in Hong Kong, while grit exhibited a more pronounced indirect effect through metacognition in the same region. These findings underscore the importance of fostering self-efficacy and grit, alongside enhancing metacognitive practices, to bolster teacher engagement. The study highlights cultural and systemic factors that influence these dynamics, providing insights for developing targeted professional development programs and supportive educational policies tailored to different cultural contexts.
Reference Key
zhou2025the Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Zhou, Shenghui; Hou, Haibing
Journal bmc psychology
Year 2025
DOI
10.1186/s40359-025-02761-6
URL
Keywords
structural equation modeling teacher self-efficacy work engagement metacognition hong kong educational psychology grit efl teachers mainland china

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