Teachers' Self‐Efficacy and Work Engagement in Technology‐Enhanced Foreign Language Education: The Mediating Effects of <scp>TPACK</scp> and Digital Literacy

ABSTRACT Teacher work engagement is increasingly recognized as an important indicator of teachers' positive professional functioning in technology‐enhanced foreign language education. However, less is known about how teachers' beliefs and digital‐related competencies jointly shape their engagement at work. This study explores the relationship between teacher self‐efficacy and work engagement and examines the mediating roles of technological pedagogical content knowledge (TPACK) and digital literacy. Survey data were collected from 408 in‐service Chinese English as a Foreign Language (EFL) teachers across primary, secondary and higher education contexts. The proposed relationships were examined using structural equation modelling. The results showed that teacher self‐efficacy was positively associated with work engagement. Moreover, this relationship was partially mediated by both TPACK and digital literacy. Notably, digital literacy accounted for a stronger indirect effect than TPACK. These findings suggest that teachers' engagement in technology‐enhanced teaching is supported not only by their beliefs about teaching capability but also by their ability to work effectively and confidently in digital environments.