Job Embeddedness and Work Engagement among Pre-Primary Teachers in Central Uganda

Abstract

Work engagement of teachers plays a critical role to enhance school development, learner academic achievement, students’ mental health, and teacher retention. However, sustaining teacher work engagement remains a challenge especially in pre-primary education settings in developing countries where teachers face high work demands with limited resources. Although job embeddedness has been identified as a key factor influencing work engagement, evidence regarding its influence on pre-primary teachers’ work engagement is scarce. This study investigated how job embeddedness influences teacher work engagement in pre-primary schools in Greater Mukono, Central Uganda. It examined whether job embeddedness dimensions, namely job fit, job link, and job sacrifice significantly influenced pre-primary teachers’ work engagement in terms of social, emotional, and cognitive engagement. A quantitative approach, with a correlational research design was used.  Data were provided by 153 pre-primary teachers through a self-administered questionnaire. Descriptive results revealed high levels of both teacher work engagement and job embeddedness in the sampled schools. The Partial Least Squares Structural Equation modelling (PLS-SEM) results revealed that job fit and job link positively and significantly influenced work engagement of pre-primary teachers. Job sacrifice had a positive but insignificant influence on teacher work engagement. Therefore, job fit is necessary for teachers’ work engagement, as well as job link.  However, job sacrifice is not necessarily essential for work engagement of pre-primary teachers. The study recommended that school administrators should strengthen job fit and provide opportunities for job link to improve teachers’ work engagement, but should not prioritise job sacrifice above other factors. This study provides empirical evidence on specific job embeddedness dimensions that school administrators can target to foster teacher work engagement as its practical contribution. Focus on improved job fit and strengthened professional connections among teachers, schools can develop evidence-based management practices that promote a more engaged and productive teaching workforce.

Keywords: Job Embeddedness, Teacher work engagement, Job Fit, Job Link, Job Sacrifice, Social Engagement

DOI: 10.7176/JEP/17-7-07

Publication date: July 30^th 2026