The relationship between psychological contracts and university teachers’ work engagement: the moderating role of demands-abilities fit

Abstract Background The work engagement (WE) degree of university teachers is a key factor influencing the quality of higher education. This study explores the relationship between university teachers’ psychological contract (PC) and WE, as well as the moderating role of demands-abilities fit (DA fit) in this context, thereby providing empirical support for enhancing university teachers’ WE. Methods From June 23 to August 26, 2024, following ethical approval by the Medical Ethics Committee of Guangzhou Medical University, a cross-sectional, observational, non-interventional anonymous online questionnaire survey was conducted among university teachers from nine universities in Guangzhou, China, using stratified sampling. Participants provided electronic informed consent before accessing the questionnaire. A total of 813 questionnaires were returned, of which 700 valid questionnaires were included in the analysis. The data were analyzed via multiple linear regression and hierarchical regression methods. Results The results reveal a positive correlation between PC and WE (β = 0.56, p < 0.001), with the interpersonal obligation dimension of the PC making the greatest contribution (β = 0.26, p < 0.001); DA fit presents a moderating feature within the above relationship (β = 0.14, p < 0.001). Conclusions This study further emphasizing the importance of the PC and DA fit in explaining the WE of university teachers. These findings offer useful implications for educational administrators seeking to promote university teachers’ WE. Clinical trial registration Not applicable. This study was not a clinical trial it was a crosssectional, observational, noninterventional questionnaire survey, and participants were not assigned to any intervention, treatment, or comparison group.