Teachers engagement at work: An international validation study

Robert M. Klassen*, Said Aldhafri, Caroline F. Mansfield, Edy Purwanto, Angela F.Y. Siu, Marina W Y WONG, Amanda Woods-Mcconney

*Corresponding author for this work

    Research output: Contribution to journalJournal articlepeer-review

    90 Citations (Scopus)


    This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships between work engagement, workplace well-being (job satisfaction and quitting intention), and contextual variables (socioeconomic status, experience, and gender). The 1-factor version of the Utrecht Work Engagement Scale was deemed preferable to the 3-factor version and showed acceptable fit to the cross-national data. The 1-factor Utrecht Work Engagement Scale showed good internal consistency and similar relationships with workplace well-being and contextual variables across settings. The Utrecht Work Engagement Scale was invariant within broadly construed Western and non-Western groups but not across Western and non-Western groups. The authors concluded that the Utrecht Work Engagement Scale needs further development before its use can be supported in further cross-cultural research.

    Original languageEnglish
    Pages (from-to)317-337
    Number of pages21
    JournalJournal of Experimental Education
    Issue number4
    Publication statusPublished - 1 Aug 2012

    Scopus Subject Areas

    • Education
    • Developmental and Educational Psychology

    User-Defined Keywords

    • culture
    • motivation
    • multicultural education
    • structural equation modeling
    • teaching


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