Multimodal conceptualization of professional engagement and associations with well-being among elementary school teachers
This article explores the associations between professional commitment, over-commitment and under-commitment and personal well-being in a sample of 223 teachers from the province of Québec. The participants completed a battery of self-reported questionnaires, including the Questionnaire multimodal d’engagement professionnel and several scales assessing well-being. Overall, standard and hierarchical regression analyses showed that optimal commitment and its components are positively associated with well-being while over-commitment and under-commitment and their respective components are negatively associated with well-being. Limitations and future research directions are discussed.