Examining the influence of work engagement on the relationship between self-efficacy, job satisfaction, and professional goals of special education teachers in China

Teachers play an essential role in the lives of their students, and they influence society as a whole. Special education teachers (SETs) have a crucial role in promoting both all-encompassing and fair educational environments for pupils with various requirements. Therefore, understanding the factors that affect the professional goals (PG) of SETs is essential for effective teacher development and student success. The purpose of the current study is to determine the PG of Chinese SETs. A random sampling technique was used to collect data from 400 Chinese SETs through a questionnaire method. The gathered data were analyzed using PLS-SEM. The study's findings reveal work engagement (WE) plays a mediating role in linking self-efficacy (SE) to job satisfaction (JS) among SET in China. The novelty of the study lies in investigating how WE influence the relationship between Chinese teachers' SE and JS. The analysis findings demonstrate that the relationship between SE and the PG of SET in China is mediated by WE. The research findings clarify that the dedication of particular education educators to their jobs is positively correlated with their intentions. The study results suggest that by promoting positive WE, teachers' JS and SE are likely to be positively influenced, ultimately leading to improved educational outcomes over pupils who require personalized instruction.