Learning engagement is critical for teacher education effectiveness, with teaching career commitment as a potential antecedent. However, longitudinal evidence remains limited. This study employed a cross-lagged panel design to examine how teaching career commitment predicts learning engagement development among 163 preservice teachers from a Taipei teacher education university. Data were collected at two time points in 2025 (May and November), measuring teaching career commitment and three learning engagement dimensions (emotional, cognitive, behavioral). Structural equation modeling tested cross-lagged effects while controlling for temporal stability. The model demonstrated adequate fit (χ²/df = 4.84; CFI = .937; TLI = .853; GFI = .922; SRMR = .059; RMSEA = .154). Results revealed that Time 1 teaching career commitment significantly predicted all three Time 2 engagement dimensions: emotional (β = .184, p = .007), cognitive (β = .174, p = .011), and behavioral (β = .144, p = .043). Teaching career commitment exhibited high temporal stability (β = .804, R² = 64.6%), indicating trait-like characteristics. Learning engagement dimensions also showed significant stability, with emotional engagement highest (β = .564) and behavioral lowest (β = .429). These findings confirm teaching career commitment as a significant antecedent of learning engagement development, providing longitudinal evidence for this theoretical relationship. Results suggest teacher education programs should emphasize teaching career commitment in candidate selection and curriculum design to promote learning engagement and professional development.

Authors:
Yung-Ho Huang, National Taipei University of Education, Taiwan

About the Presenter(s)
Yung-Ho Huang, Professor at National Taipei University of Education, specializes in curriculum and instruction. His research focuses on collaborative learning, aiming to enhance educational practices and teaching effectivenes

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