Next Article in Journal
Unveiling Connections: A Thorough Analysis of Sustainable Development Goals Integration within the Spanish Physical Education Curriculum
Next Article in Special Issue
Students’ Well-Being Fluctuations during COVID-19—A Matter of Grade, State, or Trait?
Previous Article in Journal
Moving toward Inclusive Practices for Children and Families: A Preschool’s Journey
Previous Article in Special Issue
Social and Individual Factors Predicting Students’ Resilience: A Multigroup Structural Equation Model
 
 
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Brief Report

Adaptability and Social Support: Examining Links with Engagement, Burnout, and Wellbeing among Expat Teachers

by
Michelle K. Vincent
1,
Andrew J. Holliman
2,* and
Daniel Waldeck
3
1
Department of Psychology, Arden University, Arden House, Middlemarch Park, Coventry CV3 4FJ, UK
2
Department of Psychology and Human Development, Institute of Education, University College London, 25 Woburn Square, London WC1H 0AA, UK
3
School of Psychological, Social and Behavioural Sciences, Coventry University, Priory Street, Coventry CV1 5FB, UK
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(1), 16; https://doi.org/10.3390/educsci14010016
Submission received: 20 November 2023 / Revised: 15 December 2023 / Accepted: 22 December 2023 / Published: 23 December 2023
(This article belongs to the Special Issue Supporting Wellbeing in Schools in the Post-pandemic Era)

Abstract

(1) Background: Expatriate (expat) teachers, i.e., those living and working outside of their own country, face several unique challenges. Without sufficient protective resources, these challenges threaten to negatively impact upon their workplace engagement and psychological wellbeing, and lead to burnout. In the present study, we utilise the ‘conservation of resources’ (COR) theory to examine the influence of expat teachers’ adaptability (a personal resource) and social support (a conditional/situational resource) on their workplace engagement, burnout, and psychological wellbeing. (2) Methods: A sample of expat teachers (N = 88), mostly working and residing in Middle Eastern countries, completed a series of validated self-report scales to measure each substantive construct. (3) Results: Results revealed that adaptability, but not social support, was a significant positive predictor of both work engagement and psychological wellbeing. There were no significant interaction effects observed. Moreover, neither adaptability nor social support were associated with burnout in this study. Personal resources, such as adaptability, may be more significant determinants of workplace engagement and psychological wellbeing among expat teachers relative to conditional/situational resources, such as social support, according to this research. (4) Conclusions: These findings have important implications for researchers, practitioners, and businesses/organisations, underlining the need to concentrate on strengthening personal resources such as adaptability to improve workplace engagement and psychological wellbeing outcomes among expat teachers.
Keywords: adaptability; social support; engagement; burnout; wellbeing; expat teachers adaptability; social support; engagement; burnout; wellbeing; expat teachers

Share and Cite

MDPI and ACS Style

Vincent, M.K.; Holliman, A.J.; Waldeck, D. Adaptability and Social Support: Examining Links with Engagement, Burnout, and Wellbeing among Expat Teachers. Educ. Sci. 2024, 14, 16. https://doi.org/10.3390/educsci14010016

AMA Style

Vincent MK, Holliman AJ, Waldeck D. Adaptability and Social Support: Examining Links with Engagement, Burnout, and Wellbeing among Expat Teachers. Education Sciences. 2024; 14(1):16. https://doi.org/10.3390/educsci14010016

Chicago/Turabian Style

Vincent, Michelle K., Andrew J. Holliman, and Daniel Waldeck. 2024. "Adaptability and Social Support: Examining Links with Engagement, Burnout, and Wellbeing among Expat Teachers" Education Sciences 14, no. 1: 16. https://doi.org/10.3390/educsci14010016

APA Style

Vincent, M. K., Holliman, A. J., & Waldeck, D. (2024). Adaptability and Social Support: Examining Links with Engagement, Burnout, and Wellbeing among Expat Teachers. Education Sciences, 14(1), 16. https://doi.org/10.3390/educsci14010016

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop