IIARD International Institute of Academic Research and Development

Journal of Business and African Economy (JBAE )

E-ISSN 2545-5281
P-ISSN 2695-2238
VOL. 10 NO. 4 2024
DOI: 10.56201/jbae.v10.no4.2024.pg160.169

---

Perceived Impact and Employee Engagement in Public Secondary Schools in Bayelsa State

Tonbra Baridei, Dr. Tarela O. Okpu

---

Abstract

This study examined the relationship between perceived impact and employee engagement in public secondary schools in Bayelsa State. The cross-sectional and correlational research designs were employed in the study. A structured questionnaire for impact and employee engagement with Chronbach alpha reliability of .876 was used to generate primary data for the study. The respondents to the research instrument involved 312 public secondary school teachers out of a sample of 363 drawn from 144 public secondary schools in Bayelsa State cutting across all 8 local government areas with the aid of the Taro Yamane technique and data generated were analysed with the Pearson’s Product Moment Correlation Coefficient (PPMC) at the 0.05 level of significance. The results showed a significant relationship between impact and employee engagement r values of .498, .453 and .622 for vigor, dedication and absorption. Given these findings, it was concluded that: there is a significant empirical relationship between perceived impact and the measures of employee engagement among teachers in public secondary schools in Bayelsa State. Based on this conclusion, it was recommended among that Enhancing teacher beliefs in felt impact should be a focus of school management for all staff. This is to ensure that staff are not only valued but also appreciated as this feeling of impactful work will enhance absorption.

keywords:

perceived impact, employee engagement, vigor, dedication, absorption

---

References:

Albrecht, S. L., Bakker, A. B., Gruman, J. A., Macey, W. H., & Saks, A. M. (2022). Employee
engagement, human resource management practices and competitive advantage: An
integrated
approach.
Journal
of
Organizational
Behavior,
43(3),
359–380.
https://doi.org/10.1002/job.2520
Bakker, A. B., & Demerouti, E. (2008). Job demands-resources model: State of the art. Journal of
Occupational Health Psychology, 13(4), 285-295.
Bakker, A. B., de Vries, J. D., & Simons, M. (2023). Job demands–resources theory: Ten years
later. Annual Review of Organizational Psychology and Organizational Behavior, 10(1),
79-104. https://doi.org/10.1146/annurev-orgpsych-120922-093456
Cece, V., Messineo, G., & Tosto, C. (2023). Teachers' emotional competence and work
engagement in educational contexts. Frontiers in Psychology, 14, 1240943.
de Lange, A. H., van der Heijden, B. I. J. M., & Schaufeli, W. B. (2023). The role of meaningful
work and perceived impact on engagement: A meta-analytic review. Work & Stress, 37(2),
123-150. https://doi.org/10.1080/02678373.2023.1980451
Geraci, A., Di Domenico, L., Inguglia, C., & D’Amico, A. (2023). Teachers’ Emotional
Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19.
Behavioral Sciences, 13(4), 296.
Hakanen, J. J., & Schaufeli, W. B. (2022). Perceived impact and employee engagement in the
public sector: The role of task significance. Public Administration Review, 82(1), 44-59.
Hakanen, J. J., Schaufeli, W. B., & Ahola, K. (2023). The job demands-resources model:
A meta-analysis of empirical studies. Journal of Vocational Behavior, 139, 103665.
Kahn, W. A. (2022). The sense of impact and its influence on employee engagement: A
comprehensive review. Academy of Management Perspectives, 36(4), 567-580.
Kavgaci, H., & Öztürk, A. (2023). How distributed leadership and teachers' psychological capital
influence turnover intention? Understanding the mediating role of trust in principal and
work engagement. Participatory Educational Research, 10(1), 190-212.
Kuvaas, B., Buch, R., & Dysvik, A. (2023). The relationship between perceived impact and
employee engagement: A longitudinal study. Journal of Organizational Behavior, 44(5),
833-850.
Lee, M., Xu, J., & Noh, S. (2023). Professional development, teacher competence, and
engagement: A cross-cultural study. Teaching and Teacher Education, 120, 103916.
Ma, Y. (2023). Boosting teacher work engagement: The mediating role of psychological capital
through
emotion
regulation.
Frontiers
in
Psychology,
https://doi.org/10.3389/fpsyg.2023.1240943
Ma, Y., Richards, M., & Zheng, Z. (2023). Boosting teacher work engagement: The mediating role
of psychological capital through emotion regulation. Frontiers in Psychology, 14.
Messineo, G., & Tosto, C. (2023). COVID-19 and teacher engagement: Examining emotional
impact and burnout among educators. Educational Psychology Quarterly
Rich, B. L., Lepine, J. A., & Crawford, E. R. (2022). Impact as a predictor of engagement:
Evidence from the education sector. Educational Psychology Review, 34(1), 123141.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Schaufeli, W. B., & Taris, T. W. (2023). The conceptualization and measurement of work
engagement: Review and critical evaluation. European Journal of Work and
Organizational Psychology, 32(1), 1-19. https://doi.org/10.1080/1359432X.2023.1990542
Skaalvik, E. M., & Skaalvik, S. (2011). Teachers' work engagement and its relationship to burnout
and job satisfaction. Teaching and Teacher Education, 27(1), 155-163.
Spreitzer, G. M., Kizilos, M. A., & Nason, S. W. (2023). A dimensional analysis of psychological
empowerment: The role of individual and contextual factors. Academy of Management
Journal, 66(2), 456-481.
Tschannen-Moran, M., & Hoy, W. K. (2001). Teacher efficacy: Its influence on student
achievement. American Educational Research Journal, 38(2), 71-95.
Van Wingerden, J., Poell, R. F., & Euwema, M. C. (2022). The impact of perceived impact on
employee engagement: The role of job crafting. Journal of Applied Behavioral Science,
58(3), 306-327.
Wang, Y. (2024). Exploring the impact of workload, organizational support, and work
engagement on teachers’ psychological wellbeing: A structural equation modeling
approach. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1345740

DOWNLOAD PDF

---

Back