Meng Zhang, Lilis Surienty

1.Ningxia Polytechnic University of Business and Technology; 2.Universiti Sains Malaysia 

Abstract：

This systematic review examines antecedents, outcomes and research gaps in work engagement among higher education teachers in China. Drawing on 37 empirical studies (2011–2024) identified via PRISMA, it groups antecedents into personal resources (e.g., psychological capital, self-efficacy), job resources (e.g., autonomy, developmental opportunities, support) and organizational factors (e.g., leadership, climate). Work engagement is linked to stronger professional identity, higher job satisfaction, greater innovative behaviour and lower turnover intentions, while excessive or hindering job demands and reliance on cross-sectional self-report designs limit current evidence. The review calls for longitudinal and cross-cultural research, greater attention to mediating and moderating mechanisms, and multi-source data to deepen understanding of teacher engagement in Chinese higher education.  

Key Words：

systematic literature review; work engagement; Chinese higher education; teacher