Self-Compassion, Self-Efficacy, and Work Commitmentin Education Professionals

Abstract

Introduction. Work engagement is considered an important factor in the performance and well-being of professionals in the educational field, which is reinforced by the contribution of self-compassion and self-efficacy. Therefore, the objective of the present study is to examine how self-compassion and self-efficacy influence and predict the work engagement among education professionals from different provinces 
in Argentina.
Method. A total of 196 education professionals from different levels and positions, aged between 22 and 65 years, with an average age of 45 years (SD=9.81), of both sexes (157 women and 39 men), were assessed. The General Self-Efficacy Scale (EAG), the Brief Self-Compassion Scale, and the Work Engagement Scale (UWES) were administered. One-way analyses of variance (ANOVA) and block linear regression were performed.
Results. One-way ANOVAs indicated significant differences in work engagement based on levels of self-efficacy and self-compassion. Block linear regression showed that both variables explain 10% of the variance in work engagement, with self-efficacy accounting for the largest share (8%).
Conclusions. Self-efficacy and self- compassion significantly influence the work engagement of the professionals studied, with self-efficacy having the greatest predictive power. This suggests that enhancing self-efficacy could be relevant to increasing work engagement in the educational field.