The Roles of Commitment and Buoyancy in Predicting EFL Teacher Work Engagement in the Context of Online Instruction During the COVID-19 Pandemic: A Mixed-Methods Inquiry

Due to the significance of teacher attrition, empirical investigations into the factors contributing to teacher engagement are highly needed, particularly within the challenging context of online instruction during the COVID-19 pandemic. The aim of this explanatory sequential mixed-methods study was to first test a model of teacher engagement based on teacher buoyancy and commitment and then to explain the underlying psychological processes through the lived experiences of teachers. In the quantitative phase, 389 English as a Foreign Language (EFL) teachers completed an online survey comprising the Work Commitment Index, the Teacher Buoyancy Scale, and the Work Engagement Scale. Structural equation modeling (SEM) revealed that teacher commitment’s positive effect on work engagement was partially mediated by teacher buoyancy. In the subsequent qualitative phase, a two-week diary study was conducted with 16 purposefully selected teachers to explain these statistical findings. Thematic analysis of the diaries and follow-up interviews revealed that buoyancy is not a passive trait but an active process involving a “toolkit” of specific cognitive and behavioral strategies, such as cognitive reframing and proactive problem-solving. The integrated findings position buoyancy as the essential mechanism that translates professional commitment into sustained engagement. This study has important implications for developing targeted interventions to support EFL teacher well-being and effectiveness.