Explaining the Causal Model of Predicting Job Engagement Based on Professional Commitment and Job Satisfaction among Islamic Education Teachers in Salahuddin Province, Iraq
Keywords:
Job satisfaction, professional commitment, and job satisfactionAbstract
The objective of this study was to explain a causal model for predicting job engagement based on professional commitment and job satisfaction among Islamic education teachers in Salahuddin Province, Iraq. This applied study employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of 1,115 upper secondary Islamic education teachers in Salahuddin Province in 2024, from whom 286 participants were selected through purposive and convenience sampling based on Cochran’s formula. Data were collected using the Utrecht Work Engagement Scale (UWES), the Professional Commitment Questionnaire developed by Klaykman and Henning, and the Minnesota Job Satisfaction Questionnaire. Confirmatory factor analysis, KMO and Bartlett’s tests, and path analysis were used to assess the measurement and structural models. The results of the structural model analysis indicated that professional commitment had a positive and statistically significant effect on job engagement (β = 0.476, p < 0.001). Job satisfaction also significantly predicted job engagement (β = 0.296, p < 0.001). The coefficient of determination (R² = 0.747) showed that approximately 74.7% of the variance in job engagement was explained by professional commitment and job satisfaction, and the GOF index confirmed a strong overall model fit. The findings suggest that strengthening professional commitment and improving job satisfaction play a decisive role in enhancing job engagement among Islamic education teachers and can contribute to improving educational effectiveness within the educational system of Salahuddin Province, Iraq.
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