Work engagement can be described as a feeling of an energetic and effective connection to work activities, or more precisely as a positive, fulfilling, and work-related state of mind (Bakker et al., 2014; Bakker & Albrecht, 2018). According to Kahn (1990, 1992), there is a relationship between the person who invests energy (physical, cognitive, and emotional) into the performance of the job role on one side and the job role that allows this person to realize themselves in their work on the other. Engaged employees invest a great deal of effort in their work because they identify with it. They perceive new work tasks as challenges, and work is a source of well-being and fulfillment for them (Bakker, Xanthopoulou, 2009). For comparison, Schaufeli et al. (2009) define engagement as a positive and satisfying work-related state of mind characterized by vigor, dedication, and absorption. Work engagement is therefore typical for high energy, strong identification with one’s work, and work tasks.

Schaufeli and Bakker (2004) operationalized work engagement in the form of three core constructs: energy, dedication to work, and absorption in work. They created the UWES-17 questionnaire, which became one of the most used tools for quantitative engagement measurement (Bakker et al., 2008). Energy is represented, for example, by the item: “When I wake up in the morning, I feel like going to work”; dedication by: “I am enthusiastic about my work”; and absorption by: “When I am working, I forget everything around me.” On the other hand, professional literature also contains views that excessive absorption in work can lead to burnout. Specifically, Maslach and Leiter (1997) note that burnout and work engagement are like opposite poles on a continuum. For example, in burnout, invested energy turns into exhaustion. For this reason, we used qualitative interviews to find out what an engaged employee looks like at work. We also wanted to learn how they approach their work so that excessive engagement does not turn into burnout. Since we examined work engagement in relation to a specific profession, we focused on university teachers.

Research selection

The research sample consisted of 3 respondents who work as university lecturers. To preserve anonymity, we assigned pseudonyms: Viktor (12 years of experience), Soňa (12 years of experience), Marek (15 years of experience).

Data collection

As the research tool, we chose a semi-structured interview. Data collection was carried out in September and October 2024 as part of broader research focused on systematic examination of the role of goal attainment within work engagement and the development of burnout symptoms. Individual interviews lasted on average 45 minutes and were audio recorded. We followed prepared key questions, while also addressing topics that emerged during the interview and seemed relevant to our study. Example questions focused on engagement included: “We are interested in what relationship you have with your work, how you are doing. What makes you feel positive at work? How does your work go for you? How do you feel when you do your work? What is important to you at work?

Data analysis

The collected data were analyzed using interpretative phenomenological analysis (IPA). IPA takes a phenomenological, hermeneutic, and idiographic position, which, through individuals’ perspectives, clarifies how they make sense of their experiences, how they live them, and how they speak about them (Smith, Osborn, 2015). Experience as an existential phenomenon covers the broadest and deepest inner state of an individual.

Audio recordings of the interviews were anonymized and transcribed verbatim using Microsoft Word. After repeated reading and thorough familiarization with the material, we developed initial notes. We used the respondent’s own conversational style and looked for keywords or expressions such as dedication, absorption, and joy in work. We then converted the notes into codes, semantic units of text representing behavioral and experiential characteristics and signs of engagement. Through step-by-step grouping of codes based on their internal relationships and similarities, we created a category system and a list of identified themes. After individual analysis, a cross-case analysis followed, in which similarities, differences, relationships, and recurring themes were identified across cases. In naming higher-order themes, we tried to preserve respondents’ wording as much as possible.

Reflexivity

Reflexivity strengthens objectivity from data collection through interpretation (Smith et al., 2022). For this reason, our primary principle throughout the research was to demonstrate participants’ experiences through practical and authentic analysis and interpretation. Our interactions during the study were not influenced by personal experience but only by theoretical knowledge of the studied topic. Some participants may have felt pressure during the interview that they were expected to present themselves in the best possible light.

Results

The qualitative analysis of 3 semi-structured interviews yielded 6 main themes related to work engagement. The identified main themes are listed in Table 1.

Table no. 1 Main themes of the interviews

It was not surprising that qualitative analysis confirmed that engagement among employees is predominantly expressed through three basic dimensions: energy, dedication, and absorption, which are also the most commonly operationalized factors in quantitative engagement questionnaires.

The first identified theme was Energy. For example, Viktor says: “...I still believe that I will bring in new things. I do not assume I will be the best, but I still keep working so that I am the best I can be.” or Marek: “I am always looking for ways to work on myself; I also develop my teaching competencies through other courses...” Soňa: “I do feedback surveys regularly so that I know what they like, or what should be changed.”

Perseverance at work despite obstacles also appeared in the statements. Marek: “As for obstacles, I have none given formally. But rather as a form of extra work, which means what I am doing has to be interrupted. For example, if someone we expected is no longer with us, I think: ‘Marek, you are not going there? I’ll probably get upset that I didn’t get anything done because I was there, too, but I learn something new or meet someone new.’

The second identified theme was Dedication. Marek: “I enjoy teaching. When I finished my studies, that carried over into doctoral studies, and since I got into it, they also convinced me that I would be an employee. And I still enjoy teaching.” Viktor: “I look for ways to make this more attractive to students. Let me give an example. At first I wanted students to take notes. It turned out I should rather give them the presentations in advance. And now I write an entire textbook for the course.” Soňa: “I encourage them to respond and ask questions every 15 minutes.”

The third identified theme was Absorption. Viktor: “I’ll put it this way: I do what I can. Sometimes even what I cannot. And I try to improve this study by writing new scripts, modernizing subjects, inviting practitioners, starting a new lab exercise, and so on. So I try to make this study as attractive as possible. There are days when I work non-stop. But, for example, writing textbooks really brings me joy. And while doing that, I can also take a short rest.” Soňa: “I would love if I could turn off at four o’clock. But that is not possible in our work.” Marek: “…sometimes there are such dates that everything is due by Thursday. So then I have to hold on longer, but it is not exactly a marked stress.”

While previous themes mirrored the engagement factors measured by questionnaires, three additional themes also appeared in the interviews.

The fourth identified theme was Intrinsic motivation. Viktor: “Very often this is my own interest, too. I was preparing a project for teaching not long ago. So it was clear that it was my interest, that I wanted to do something like that...” Soňa: “I do things because I want to teach these students something, and that brings me joy.”

The fifth identified theme was the attempt to find a Higher meaning. Marek: “I am simply never going to be rich, because I don’t understand money, and I don’t have business competencies, and it is precisely the work at the university that allows me, in fact, that I meet people at conferences. That is one thing, and then the other thing is that, as a teacher, I’m in contact with young people and can inspire them somehow.” Marek continues: Not so much from the perspective that I want another degree, but rather from the perspective that, as a department, we somehow should not disappear. So rather, it is that we at least remain as a workplace.” Viktor: “When students enjoy the course, they will learn something and let it sink in deeply.”

The last identified theme was the effort toward Self-care. Here, respondents’ efforts to not only engage in self-care activities but also their ability to stop working and “take care of themselves” when needed are shown. Viktor: “For example, I go for a bike ride for 4–5 hours, and then I can devote some time to this again, so that I am not constantly thinking about work. Then I can return to it in the evening, but in between I need a break.” Viktor: “If there are deadlines, I set priorities. But sometimes it just makes me so angry that I do nothing for at least 4 hours, and then I return to it again.” Soňa: “Sometimes you need to learn to say no and prioritize. So I just write, I will do this, but later.” Marek: “…sometimes I need to lock myself in, be alone for a while, and then I can return to work completely calmly.”

Discussion

Work engagement and burnout represent a current and influential line of psychological research (e.g., Bakker, Demerouti, et al., 2023) also because they explain serious psychological effects of work on individual and social life (Madigan & Curran, 2021). However, situationally oriented qualitative psychological studies of work engagement are minimal. The aim of our study, using interpretative phenomenological analysis, was to examine which characteristics characterize an engaged employee.

It was not surprising that qualitative analysis confirmed that employee engagement is predominantly expressed in the form of three basic dimensions: energy, dedication, and absorption, which are also the most commonly operationalized factors in quantitative questionnaires for measuring engagement. For example, the Utrecht Work Engagement Scale (UWES), which is one of the dominant research tools in this area, contains and measures exactly these three factors (Schaufeli, 2017). In the respondents’ statements, answers dominated by the amount of energy they invest in work, absorption in work tasks, and dedication to work despite obstacles. This is consistent with findings by Batista-Taran et al. (2009) that engaged employees have and seek resources for doing work and also work advancement, thereby significantly improving the organization where they are employed.

While previous themes reflected the factors of engagement measured by questionnaires, interviews also revealed new themes: intrinsic motivation and higher meaning. In relation to motivation, Bláha et al. (2016) explain that an engaged employee is intrinsically motivated to perform at the highest level and independently seeks ways to improve what they do. Richman (2006) adds that the source of motivation for an engaged employee is not primarily financial rewards and benefits, but rather the pursuit of a quality work life. This appeared directly in our respondents’ statement: “This one, I’ll simply never be rich, …but precisely working at the university and educating students are what matter to me…,” which we placed in the category of higher meaning. McGee and Rennie (2011) explain that an engaged employee perceives that the organization also provides self-development and other benefits.

The final identified new theme was self-care. Here, respondents’ efforts were apparent not only regarding care-for-self activities themselves but also their ability to stop working and “take care of themselves” when needed: “…I’ll take a break… then I can return to work…”. This directly points to a preventive form of self-care against burnout and obsessive (unhealthy) absorption in work. Obsessive absorption is characterized by internal pressure to get involved in work, which leads to negative consequences such as overload at work and low levels of control (Chen, Lee, Lim, 2019).

Author: doc. Mgr. Monika Hricová, PhD. ORCID ID 0000-0001-9873-5475

Grant support: VEGA 1/0145/23, APVV-23-0548

Corresponding author/ Contact person doc. Mgr. Monika Hricová, PhD., Faculty of Arts, Department of Psychology, Pavol Jozef Šafarik University in Košice; Slovak Republic; Moyzesova 9, 040 59 Košice; e-mail: monika.hricova@upjs.sk

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