Exploring the Association between Calling and Work Engagement: The Mediating Role of Psychological Needs Satisfaction and Perception of Meaningful Work

Abstract

There are different conceptualizations of work. Work can be seen as unpleasant but necessary to make a living. It can also be perceived as meaningful and a way to contribute to society. Employees who see their work as important and are motivated to make a difference in society have a sense of calling. The perception of a calling pertains to a sense of purpose that includes values and goals oriented to other people, and motivation to work to contribute to the welfare of society. Calling has many individual and organizational benefits; it contributes to well-being and life satisfaction because it provides meaningful goals in life. Research has shown that calling and work engagement are positively related. However, how and why perception of a calling predicts work engagement is under-researched. This research aims to fill this void. Drawing on self-determination theory and work as calling theory, this study examines a model that basic psychological needs satisfaction (autonomy, competence, and relatedness) at work and work meaning sequentially mediate the positive relationship between calling and work engagement. The sample consists of 286 Turkish teachers working in various schools in Turkey. Results showed that there is a positive relationship between calling and work engagement. Autonomy and competence needs satisfaction, but not relatedness needs satisfaction mediated this relationship. Moreover, the calling-work engagement relationship was sequentially mediated by autonomy and relatedness needs satisfaction, and work meaning. Competence needs satisfaction and work meaning, on the other hand, did not significantly mediate the proposed relationships. These results indicate that satisfaction of psychological needs, and work meaning may represent the intermediary processes in the calling-work engagement relationship. The present study provides insights for both teachers and school administrations to understand the relationship between calling and work engagement of teachers. School principals and teachers can employ these findings for the benefit of their organizations.