The interplay between Chinese EFL teachers’ positive psychological capital and their work engagement

Positive psychology has recently gained a great momentum, which per se motivated us to scrutinize the correlation between teachers’ positive psychological capital (TPPC) and their work engagement (WE). The correlation between these two variables has been discovered to be significant as it can create a friendly educational ambiance for the learners to passionately learn. Although several studies have been conducted regarding the aforementioned variables separately or with regard to some other variables, a study on their bond and importance has remained unaddressed. Therefore, the aim of this study is to find the relationship between TPPC and their WE. The participants of this study were 412 Chinese teachers (including 82 males, and 330 females) of different ages and levels of education. Two online instruments were utilized in this study, namely Positive Psychological Capital Scale and the Utrecht Work Engagement Scale (UWES). The results showed a positive and significant association between these two variables. The implications of this study are finally discussed in light of previous studies. Some implications are also offered to EFL educators.