The Effect of Classroom Management Efficacy on Work Engagement in Chinese-Foreign Cooperative Major in Hebei, China

Abstract

Chinese-foreign cooperation majors have developed rapidly, thus, having high-caliber staff members is now essential to the success of these programs. It is particularly essential to investigate the elements that affect instructors’ involvement in these types of programs. The current research examines how teachers in Chinese-foreign cooperative majors relate to their classroom management efficacy, professional identities and work engagement. 550 teachers from Chinese-foreign cooperative majors at colleges in China’s Hebei Province were selected using a convenience selection technique. Structural equation modelling (SEM) was implemented for analysis and validation. The outcomes demonstrate that professional identity and job engagement are positively impacted by classroom management efficacy. Additionally, the relationship between job engagement and classroom management efficacy is mediated by professional identity.