Exploring teachers' work engagement in public secondary schools of Amhara, Ethiopia: A mixed methods study from the perspectives of principals, teachers, and students

The purpose of this study was to examine the conception and practices of teachers' work engagement in the public secondary schools of Amhara regional state, employing a concurrent mixed design. The quantitative data collected via a questionnaire from 967 teachers were analyzed using a one-sample t -test. The qualitative data from five principals, an FGD with 12 teachers, and 20 students were analyzed thematically. The finding shows that teachers' work engagement is conceptualized as the interaction and collaboration of teachers with different actors, showing passion for the teaching profession, and lastly, involvement in teaching and non-teaching activities. It is also revealed that though the quantitative data shows high teacher engagement, the qualitative finding shows inadequacy. Teachers were highly engaged cognitively and socially with colleagues and students, but their emotional engagement was lower. Generally, the study indicates that students, teachers, and principals understand the concept of teacher engagement, and while quantitative data indicate high engagement, qualitative findings revealed teachers' disengagement behavior. Teachers’ emotional engagement appears weaker, requiring principals to enhance it through creating supportive environments, recognition, and positive relationships. It is also recommended that further research be conducted to identify causes and design targeted interventions.