Influences of person-environment fit, self-efficacy, working meaningfulness on work engagement and organizational commitment of lecturers at public universities in Ho Chi Minh City
Nội dung chính của bài viết
Tóm tắt
When the competition between universities becomes stronger, the maintenance and development of human resources, especially lecturers, becomes increasingly important. How to increase lecturers’ engagement with work and commitment with universities is an interesting question for both researchers and authorities. Based on the job demands-resources framework and social cognitive career theory, authors build the research model to analyze the impacts of lecturers’ perception about person-environment fit, self-efficacy and work meaningfulness on lecturers’ work engagement and organizational commitment. The mixed method is used with PLS-SEM analysis to analyze the data of 114 respondents. The influences of person-environment fit, and work meaningfulness are confirmed while the influence of self-efficacy is rejected. In theory, accepted hypotheses support the job demands – resources framework and social cognitive career theory. In practice, selecting carefully suitable candidates with job and with university is very necessary. Diversifying task in work is another solution to increase lecturers’ work engagement and organizational commitment
Chi tiết bài viết
Từ khóa
Person-environment fit, Self-efficacy, Working meaningfulness, Work engagement, Organizational commitment
Tài liệu tham khảo
Aguirre-Urreta, M. I., & Mikko Rönkkö. (2018). Statistical Inference with PLSc Using Bootstrap Confidence Intervals. MIS Quarterly, 42(3), 1001–1020. https://doi.org/10.25300/MISQ/2018/13587
Albrecht, S. L. (2012). The influence of job, team and organizational level resources on employee well-being, engagement, commitment and extra-role performance: Test of a model. International Journal of Manpower, 33(7), 840-853. https://doi.org/10.1108/01437721211268357
Albrecht, S. L., Bakker, A. B., Gruman, J. A., Macey, W. H., & Saks, A. M. (2015). Employee engagement, human resource management practices and competitive advantage. Journal of Organizational Effectiveness: People and Performance, 2(1), 7–35. https://doi.org/10.1108/JOEPP-08-2014-0042
Andela, M., & van der Doef, M. (2019). A comprehensive assessment of the person–environment fit dimensions and their relationships with work-related outcomes. Journal of Career Development, 46(5), 567–582. https://doi.org/10.1177/0894845318789512
Astakhova, M. N. (2016). Explaining the effects of perceived person-supervisor fit and person-organization fit on organizational commitment in the US and Japan. Journal of Business Research, 69(2), 956–963.
Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-Analysis of the Impact of Positive Psychological Capital on Employee Attitudes, Behaviors, and Performance. Human Resource Development Quarterly, 22(2), 127–152. https://doi.org/10.1002/hrdq.20070
Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing Construct Validity in Organizational Research. Administrative Science Quarterly, 36(3), 421–458. https://doi.org/10.2307/2393203
Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
Bakker, A. B., & Demerouti, E. (2014). Job demands-resources theory. In P. Y. Chen, & C. L. Cooper (Eds.), Wellbeing: A Complete Reference Guide, Work and wellbeing, Vol. 3 (pp. 37–64). Wiley Blackwell. https://doi.org/10.1002/9781118539415.wbwell019
Bandura, A. (1997). Self-efficacy: The exercise of control. In Self-efficacy: The exercise of control. WH Freeman/Times Books/ Henry Holt & Co.
Cable, D. M., & DeRue, D. S. (2002). The convergent and discriminant validity of subjective fit perceptions. The Journal of Applied Psychology, 87(5), 875–884. https://doi.org/10.1037/0021-9010.87.5.875
Cable, D. M., & Edwards, J. R. (2004). Complementary and Supplementary Fit: A Theoretical and Empirical Integration. Journal of Applied Psychology, 89(5), 822–834. https://doi.org/10.1037/0021-9010.89.5.822
Cable, D. M., & Judge, T. A. (1996). Person–Organization Fit, Job Choice Decisions, and Organizational Entry. Organizational Behavior and Human Decision Processes, 67(3), 294–311. https://doi.org/https://doi.org/10.1006/obhd.1996.0081
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates, Publishers.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/doi:10.1037/0033-2909.112.1.155
Dhurup, M. (2019). South African amateur coaches’ perceptions of the relationship between employee fit dimensions, organisational commitment and job satisfaction. African Journal for Physical Activity and Health Sciences (AJPHES), 25(4), 455–471. https://doi.org/10.10520/EJC-1b11772a25
Edwards, J. R., & Shipp, A. J. (2007). The relationship between person-environment fit and outcomes: An integrative theoretical framework. In C. Ostroff & T. A. Judge (Eds.), Perspectives on organizational fit. (pp. 209–258). Lawrence Erlbaum Associates Publishers.
Eisinga, R., Teelken, C., & Doorewaard, H. (2010). Assessing Cross-National Invariance of the Three-Component Model of Organizational Commitment: A Six-Country Study of European University Faculty. Cross-Cultural Research, 44(4), 341–373. https://doi.org/10.1177/1069397110370932
Ellinger, A. E., Musgrove, C. (Casey) F., Ellinger, A. D., Bachrach, D. G., Elmadağ Baş, A. B., & Wang, Y.-L. (2013). Influences of organizational investments in social capital on service employee commitment and performance. Journal of Business Research, 66(8), 1124–1133. https://doi.org/https://doi.org/10.1016/j.jbusres.2012.03.008
Hà Nam Khánh Giao, Nguyễn Đặng Huyền Trân (2017). Các yếu tố ảnh hưởng đến sự gắn kết của nhân viên với Trường Đại học Ngân hàng thành phố Hồ Chí Minh [The Factors Affecting the Staff Commitment to Banking University of Hochciminh City]. Tạp Chí Công Thương.
Giberson, T., Resick, C., & Dickson, M. (2005). Embedding Leader Characteristics: An Examination of Homogeneity of Personality and Values in Organizations. The Journal of Applied Psychology, 90, 1002–1010. https://doi.org/10.1037/0021-9010.90.5.1002
Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75–84.
Greguras, G. J., & Diefendorff, J. M. (2009). Different fits satisfy different needs: Linking person-environment fit to employee commitment and performance using self-determination theory. Journal of Applied Psychology, 94(2), 465–477. https://doi.org/10.1037/a0014068
Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73–86. https://doi.org/10.1016/j.cedpsych.2018.01.007
Hackman, J. R., & Oldham, G. R. (1980). Work Redesign. In Reading, MA. Addison-Wesley.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (2nd ed.). SAGE Publications.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/https://doi.org/10.1016/j.jsp.2005.11.001
Jin, J., & Tang, J. (2021). Exploring the effect of perceived organizational support and resilience on Chinese pharmacists’ engagement in stressful and competitive pharmaceutical work at hospitals. Saudi Pharmaceutical Journal, 29(9), 931–938.
Kear, M. (2000). Concept analysis of self-efficacy. Graduate Research in Nursing, 2(2), 1–7.
Lavy, S., & Naama-Ghanayim, E. (2020). Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement. Teaching and Teacher Education, 91, 103046. https://doi.org/https://doi.org/10.1016/j.tate.2020.103046
Lê Minh Toàn (2018). Giảng viên đại học, cao đẳng: Nghề nhiều áp lực [Lecturer at universities and colleges: A job with a lot of pressure]. Vietnamnet. https://vietnamnet.vn/giang-vien-dai-hoc-cao-dang-nghe-nhieu-ap-luc-431110.html
Lent, R. W., & Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69, 236–247. https://doi.org/10.1016/j.jvb.2006.02.006
May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work. Journal of Occupational and Organizational Psychology, 77(1), 11–37. https://doi.org/10.1348/096317904322915892
Meijman, T. F., & Mulder, G. (1998). Psychological aspects of workload. In P. J. D. Drenth, H. Thierry, & C. J. de Wolff (Eds.), Handbook of work and organizational: Work psychology, Vol. 2, 2nd ed. (pp. 5–33). Psychology Press/Erlbaum (UK) Taylor & Francis.
Bộ Giáo dục và đào tạo (MOET). (2020). Thông tư số 20/2020/TT-BGDĐT của Bộ trưởng Bộ Giáo dục và đào tạo quy định chế độ làm việc của giảng viên cơ sở giáo dục đại học [Circular 20/2020/TT-BGDĐT of the Minister of Education and Training regulating the working modes of lecturers at university], ban hành ngày 27/7/2020.
Mottaz, C. J. (1987). Age and work satisfaction. Work and Occupations, 14(3), 387–409. https://doi.org/10.1177/0730888487014003004
Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224–247.
Perera, H., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120. https://doi.org/10.1016/j.paid.2017.08.034
Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior, 108, 28–41. https://doi.org/10.1016/j.jvb.2018.05.006
Radic, A., Arjona-Fuentes, J. M., Ariza-Montes, A., Han, H., & Law, R. (2020). Job demands–job resources (JD-R) model, work engagement, and well-being of cruise ship employees. International Journal of Hospitality Management, 88, 102518. https://doi.org/10.1016/j.ijhm.2020.102518
Salanova, M., Llorens, S., & Schaufeli, W. B. (2011). “Yes, I can, I feel good, and I just do it!” On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology, 60(2), 255–285.
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002). The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
Schnell, T., Höge, T., & Pollet, E. (2013). Predicting meaning in work: Theory, data, implications. The Journal of Positive Psychology, 8(6), 543–554. https://doi.org/10.1080/17439760.2013.830763
Simbula, S., Guglielmi, D., & Schaufeli, W. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20, 285–304. https://doi.org/10.1080/13594320903513916
Steger, M., Dik, B., & Duffy, R. (2012). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20(3), 322–337. https://doi.org/10.1177/1069072711436160
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/https://doi.org/10.1016/S0742-051X(01)00036-1
Ugwu, F. O., & Onyishi, I. E. (2020). The moderating role of person-environment fit on the relationship between perceived workload and work engagement among hospital nurses. International Journal of Africa Nursing Sciences, 13, 100225. https://doi.org/https://doi.org/10.1016/j.ijans.2020.100225
Vo Hai (2022). 16.000 giáo viên bỏ việc trong năm 2022 [16,000 teachers leave their job in 2022]. VnExpress.Net. https://vnexpress.net/16-000-giao-vien-bo-viec-trong-nam-2022 4517768.html?gidzl=2gC9OsbV9JS6kmrdPqWdC0cs36zn7Y5gGU0CFIuO9MaTv0fgVaXmF1cx2syiGILjG-eBFJ5MoXbcRLWWCG
Yan, C.-H., Ni, J.-J., Chien, Y.-Y., & Lo, C.-F. (2021). Does workplace friendship promote or hinder hotel employees’ work engagement? The role of role ambiguity. Journal of Hospitality and Tourism Management, 46, 205–214.
Zhang, J., Ling, W., Zhang, Z., & Xie, J. (2015). Organizational Commitment, Work Engagement, Person–Supervisor Fit, and Turnover Intention: A Total Effect Moderation Model. Social Behavior and Personality: An International Journal, 43(10), 1657–1666. https://doi.org/10.2224/sbp.2015.43.10.1657
Albrecht, S. L. (2012). The influence of job, team and organizational level resources on employee well-being, engagement, commitment and extra-role performance: Test of a model. International Journal of Manpower, 33(7), 840-853. https://doi.org/10.1108/01437721211268357
Albrecht, S. L., Bakker, A. B., Gruman, J. A., Macey, W. H., & Saks, A. M. (2015). Employee engagement, human resource management practices and competitive advantage. Journal of Organizational Effectiveness: People and Performance, 2(1), 7–35. https://doi.org/10.1108/JOEPP-08-2014-0042
Andela, M., & van der Doef, M. (2019). A comprehensive assessment of the person–environment fit dimensions and their relationships with work-related outcomes. Journal of Career Development, 46(5), 567–582. https://doi.org/10.1177/0894845318789512
Astakhova, M. N. (2016). Explaining the effects of perceived person-supervisor fit and person-organization fit on organizational commitment in the US and Japan. Journal of Business Research, 69(2), 956–963.
Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-Analysis of the Impact of Positive Psychological Capital on Employee Attitudes, Behaviors, and Performance. Human Resource Development Quarterly, 22(2), 127–152. https://doi.org/10.1002/hrdq.20070
Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing Construct Validity in Organizational Research. Administrative Science Quarterly, 36(3), 421–458. https://doi.org/10.2307/2393203
Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
Bakker, A. B., & Demerouti, E. (2014). Job demands-resources theory. In P. Y. Chen, & C. L. Cooper (Eds.), Wellbeing: A Complete Reference Guide, Work and wellbeing, Vol. 3 (pp. 37–64). Wiley Blackwell. https://doi.org/10.1002/9781118539415.wbwell019
Bandura, A. (1997). Self-efficacy: The exercise of control. In Self-efficacy: The exercise of control. WH Freeman/Times Books/ Henry Holt & Co.
Cable, D. M., & DeRue, D. S. (2002). The convergent and discriminant validity of subjective fit perceptions. The Journal of Applied Psychology, 87(5), 875–884. https://doi.org/10.1037/0021-9010.87.5.875
Cable, D. M., & Edwards, J. R. (2004). Complementary and Supplementary Fit: A Theoretical and Empirical Integration. Journal of Applied Psychology, 89(5), 822–834. https://doi.org/10.1037/0021-9010.89.5.822
Cable, D. M., & Judge, T. A. (1996). Person–Organization Fit, Job Choice Decisions, and Organizational Entry. Organizational Behavior and Human Decision Processes, 67(3), 294–311. https://doi.org/https://doi.org/10.1006/obhd.1996.0081
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates, Publishers.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/doi:10.1037/0033-2909.112.1.155
Dhurup, M. (2019). South African amateur coaches’ perceptions of the relationship between employee fit dimensions, organisational commitment and job satisfaction. African Journal for Physical Activity and Health Sciences (AJPHES), 25(4), 455–471. https://doi.org/10.10520/EJC-1b11772a25
Edwards, J. R., & Shipp, A. J. (2007). The relationship between person-environment fit and outcomes: An integrative theoretical framework. In C. Ostroff & T. A. Judge (Eds.), Perspectives on organizational fit. (pp. 209–258). Lawrence Erlbaum Associates Publishers.
Eisinga, R., Teelken, C., & Doorewaard, H. (2010). Assessing Cross-National Invariance of the Three-Component Model of Organizational Commitment: A Six-Country Study of European University Faculty. Cross-Cultural Research, 44(4), 341–373. https://doi.org/10.1177/1069397110370932
Ellinger, A. E., Musgrove, C. (Casey) F., Ellinger, A. D., Bachrach, D. G., Elmadağ Baş, A. B., & Wang, Y.-L. (2013). Influences of organizational investments in social capital on service employee commitment and performance. Journal of Business Research, 66(8), 1124–1133. https://doi.org/https://doi.org/10.1016/j.jbusres.2012.03.008
Hà Nam Khánh Giao, Nguyễn Đặng Huyền Trân (2017). Các yếu tố ảnh hưởng đến sự gắn kết của nhân viên với Trường Đại học Ngân hàng thành phố Hồ Chí Minh [The Factors Affecting the Staff Commitment to Banking University of Hochciminh City]. Tạp Chí Công Thương.
Giberson, T., Resick, C., & Dickson, M. (2005). Embedding Leader Characteristics: An Examination of Homogeneity of Personality and Values in Organizations. The Journal of Applied Psychology, 90, 1002–1010. https://doi.org/10.1037/0021-9010.90.5.1002
Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75–84.
Greguras, G. J., & Diefendorff, J. M. (2009). Different fits satisfy different needs: Linking person-environment fit to employee commitment and performance using self-determination theory. Journal of Applied Psychology, 94(2), 465–477. https://doi.org/10.1037/a0014068
Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73–86. https://doi.org/10.1016/j.cedpsych.2018.01.007
Hackman, J. R., & Oldham, G. R. (1980). Work Redesign. In Reading, MA. Addison-Wesley.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (2nd ed.). SAGE Publications.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/https://doi.org/10.1016/j.jsp.2005.11.001
Jin, J., & Tang, J. (2021). Exploring the effect of perceived organizational support and resilience on Chinese pharmacists’ engagement in stressful and competitive pharmaceutical work at hospitals. Saudi Pharmaceutical Journal, 29(9), 931–938.
Kear, M. (2000). Concept analysis of self-efficacy. Graduate Research in Nursing, 2(2), 1–7.
Lavy, S., & Naama-Ghanayim, E. (2020). Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement. Teaching and Teacher Education, 91, 103046. https://doi.org/https://doi.org/10.1016/j.tate.2020.103046
Lê Minh Toàn (2018). Giảng viên đại học, cao đẳng: Nghề nhiều áp lực [Lecturer at universities and colleges: A job with a lot of pressure]. Vietnamnet. https://vietnamnet.vn/giang-vien-dai-hoc-cao-dang-nghe-nhieu-ap-luc-431110.html
Lent, R. W., & Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69, 236–247. https://doi.org/10.1016/j.jvb.2006.02.006
May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work. Journal of Occupational and Organizational Psychology, 77(1), 11–37. https://doi.org/10.1348/096317904322915892
Meijman, T. F., & Mulder, G. (1998). Psychological aspects of workload. In P. J. D. Drenth, H. Thierry, & C. J. de Wolff (Eds.), Handbook of work and organizational: Work psychology, Vol. 2, 2nd ed. (pp. 5–33). Psychology Press/Erlbaum (UK) Taylor & Francis.
Bộ Giáo dục và đào tạo (MOET). (2020). Thông tư số 20/2020/TT-BGDĐT của Bộ trưởng Bộ Giáo dục và đào tạo quy định chế độ làm việc của giảng viên cơ sở giáo dục đại học [Circular 20/2020/TT-BGDĐT of the Minister of Education and Training regulating the working modes of lecturers at university], ban hành ngày 27/7/2020.
Mottaz, C. J. (1987). Age and work satisfaction. Work and Occupations, 14(3), 387–409. https://doi.org/10.1177/0730888487014003004
Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224–247.
Perera, H., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120. https://doi.org/10.1016/j.paid.2017.08.034
Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior, 108, 28–41. https://doi.org/10.1016/j.jvb.2018.05.006
Radic, A., Arjona-Fuentes, J. M., Ariza-Montes, A., Han, H., & Law, R. (2020). Job demands–job resources (JD-R) model, work engagement, and well-being of cruise ship employees. International Journal of Hospitality Management, 88, 102518. https://doi.org/10.1016/j.ijhm.2020.102518
Salanova, M., Llorens, S., & Schaufeli, W. B. (2011). “Yes, I can, I feel good, and I just do it!” On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology, 60(2), 255–285.
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002). The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
Schnell, T., Höge, T., & Pollet, E. (2013). Predicting meaning in work: Theory, data, implications. The Journal of Positive Psychology, 8(6), 543–554. https://doi.org/10.1080/17439760.2013.830763
Simbula, S., Guglielmi, D., & Schaufeli, W. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20, 285–304. https://doi.org/10.1080/13594320903513916
Steger, M., Dik, B., & Duffy, R. (2012). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20(3), 322–337. https://doi.org/10.1177/1069072711436160
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/https://doi.org/10.1016/S0742-051X(01)00036-1
Ugwu, F. O., & Onyishi, I. E. (2020). The moderating role of person-environment fit on the relationship between perceived workload and work engagement among hospital nurses. International Journal of Africa Nursing Sciences, 13, 100225. https://doi.org/https://doi.org/10.1016/j.ijans.2020.100225
Vo Hai (2022). 16.000 giáo viên bỏ việc trong năm 2022 [16,000 teachers leave their job in 2022]. VnExpress.Net. https://vnexpress.net/16-000-giao-vien-bo-viec-trong-nam-2022 4517768.html?gidzl=2gC9OsbV9JS6kmrdPqWdC0cs36zn7Y5gGU0CFIuO9MaTv0fgVaXmF1cx2syiGILjG-eBFJ5MoXbcRLWWCG
Yan, C.-H., Ni, J.-J., Chien, Y.-Y., & Lo, C.-F. (2021). Does workplace friendship promote or hinder hotel employees’ work engagement? The role of role ambiguity. Journal of Hospitality and Tourism Management, 46, 205–214.
Zhang, J., Ling, W., Zhang, Z., & Xie, J. (2015). Organizational Commitment, Work Engagement, Person–Supervisor Fit, and Turnover Intention: A Total Effect Moderation Model. Social Behavior and Personality: An International Journal, 43(10), 1657–1666. https://doi.org/10.2224/sbp.2015.43.10.1657
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