Exploring the Relationship between Technological Pedagogical Content Knowledge (TPACK) Proficiency and Teacher Work Engagement in the Iranian EFL Context: A Job Demands-Resources (JD-R) Model Perspective

This study investigated the relationship between Technological Pedagogical Content Knowledge (TPACK) proficiency and teacher work engagement within the Iranian English as a Foreign Language (EFL) context, framed by the Job Demands-Resources (JD-R) model. Employing a quantitative, correlational survey design, data were collected from 200 Iranian EFL teachers selected via convenience sampling from private language institutes in Isfahan. Participants completed a self-report TPACK proficiency survey and the Engaged Teachers Scale (ETS). Correlation analyses revealed a significant positive relationship between TPACK proficiency and overall work engagement ( r = .58, p < .001). Furthermore, TPACK proficiency showed the strongest association with the cognitive-physical dimension of engagement ( r = .61, p < .001), followed by emotional engagement ( r = .55, p < .001), highlighting its role as a key personal resource within the JD-R model. These findings suggest that TPACK proficiency is essential for teachers, and professional development is key to improving it.