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g importance of positive psychology, research has shifted from studying job burnout to examining job engagement. Khan (1990) was the first scholar to define engagement at work as a unique and crucial motivational concept involving an employee’s physical, cognitive, and emotional energies harnessed towards work role performances. Khan (1992) also emphasized that engagement is observed via the behavioral investment of one’s physical, cognitive, and emotional energy into work roles. People demonstrate engagement when they physically engage in tasks, whether alone or with others. They are vigilant, concentrated, and attentive cognitively and feel emotionally connected to their work and those contributing to it (Kahn, 1990). Simply put, engagement requires investing the “hands, head, and heart” into active, full work performance.

In addition, according to a definition provided by Schaufeli et al. (2002), work engagement is a positive, fulfilling, more persistent, and pervasive affective-cognitive state, whose hallmarks are vigor, dedication, and absorption. Vigor denotes high levels of energy, mental resilience, strong willingness, and persistence in work; dedication refers to a sense of significance, enthusiasm, inspiration, and pride towards work; and absorption means a person who is completely focused and absorbed in his work. 

2.2 Measurements of TE and Student AE

This section introduces the measurement tools of teacher engagement and student agentic engagement, respectively.

2.2.1 Measurement of Teacher Engagement

1) Utrecht Work Engagement Scale (UWES) 

Schaufeli et al. (2002) developed the Utrecht Work Engagement Scale (UWES), the most widely used tool for measuring work engagement in various professions. The UWES comprises three dimensions with 17 items: vigor (e.g., “When I get up in the morning, I feel like going to work”), absorption (e.g., “When I am working, I forget everything else around me”), and dedication (e.g., “I find the work that I do full of meaning and purpose”). Zhang et al. (2005) translated the UWES-17 into Chinese and confirmed its high reliability and validity among teachers, making it suitable for measuring teacher engagement in domestic studies. Consequently, most scholars have directly used the UWES-17 to measure teacher engagement.

In addition to the UWES-17, some domestic scholars have attempted to develop teacher work engagement scales that combine the characteristics of the teaching profession and the Chinese educational background. For example, Sheng (2006) developed a teacher engagement scale based on the UWES-17 and the characteristics of Chinese teacher occupation. The scale comprises three dimensions: job importance, job pleasure, and job absorption. Similarly, You et al. (2015) developed a questionnaire on the engagement of primary and secondary school teachers by referring to the UWES-17, the Chinese version translated by Zhang et al. (2005), the social and cultural background of China, and the characteristics of teacher occupation. The questionnaire mainly includes three dimensions: work dedication, vitality, and absorption. 

Chapter Three Methodology ......................... 23

3.1 Research Questions and Hypotheses ......................... 23

3.2 Participants .......................... 23

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