Work Engagement Among Pre‐Service English Language Teachers: The Roles of Teaching Self‐Efficacy and Perceived Preparedness

ABSTRACT Work engagement during practicum is significant for pre‐service language teachers, particularly in the context of second or foreign language (L2) instruction, where numerous challenges are prevalent. Examining the factors that predict work engagement is critical to understanding their professional commitment. Therefore, the current study investigated pre‐service L2 teachers’ work engagement and its demographic variations, as well as the direct and indirect relationships among perceived preparedness, teacher self‐efficacy, and engagement. Questionnaires were administered to potential pre‐service teachers following their English teaching practicum, and eventually a valid sample of 422 participants was obtained. To analyze the questionnaire data, an independent sample t‐test and structural equation modeling were adopted. Quantitative results revealed that male pre‐service teachers reported significantly higher degrees of vigor than female counterparts, while those with prior teaching experience demonstrated significantly greater dedication and absorption. Self‐efficacy in classroom management significantly mediated the relationships between perceived preparedness and both vigor and dedication. Pedagogical implications for pre‐service language teachers are provided.