Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement

Different variables related to information and communication technologies (ICT), such as digital self-efficacy for teaching, perceived institutional support for innovation, ICT positive emotions, and satisfaction with institutional support, are key factors in the teaching-learning process. The main purpose of this study is to analyze the structural relationships of these constructs with teachers' autonomous motivation and work engagement. Data were collected from 350 in-service secondary education teachers through a self-report questionnaire and were analyzed using a twostep Structural Equation Model (SEM) approach. After testing the adequacy of the measurement model, the structural model showed that all ICT-related variables significantly predicted autonomous motivation, with 26% of explained variance. ICT-related variables and autonomous motivation explained 69% of the variance of work engagement. Emotional variables also were predicted by digital self-efficacy and institutional support. Autonomous motivation and emotional variables mediated the effects of digital self-efficacy and support for innovation on work engagement. These results shed light on the critical role of these ICT-related variables for teachers' work motivation and engagement.