Predictive role of perfectionism and chronotype on work engagement among pre-primary school teachers

Abstract

The present research was aimed to investigate the predictive role of perfectionism and chronotype on work engagement among pre-primary school teachers. Convenient sampling technique was used to collect data from pre-primary school teachers of private sector of Islamabad and Rawalpindi. Age of the sample (N = 289) ranged from 20 to 49 years (M = 26.94; SD = 5.72). Short Almost Perfect Scale (Rice, 20 14) was used to measure perfectionism, Momingness/Eveningness Questionnaire (Home & Ostberg, 1976) was used to measure clu'onotype (momingness/eveningness), and Utrecht Work Engagement Scale (Schaufeli & Bakker, 2006) was used to assess employee engagement among pre-primary school teachers. The reliabilities of the questionnaires were found to be satisfactOly. Hypothesis based upon past literature, were tested and findings are discussed subsequently. Results indicated that perfectionism and momingness positively predicted work engagement of pre-primary school teachers. Findings also suggest that work engagement among pre-primary school teachers increases with increasing age as well as with increasing job experience. Significant group differences were also found where teachers with high education were more engaged. Similarly, pre-school teachers were found to be more engaged than primary school teachers. Teachers who teach all subj ects were also found as more engaged in their work than those who teach some (1-4) subjects. These findings can lead to better understand the predictive role of perfectionism and chronotype among pre-primary school teachers.