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Research has demonstrated that work engagement among English teachers will have several positive outcomes, such as higher job satisfaction and increased participation in non-core roles. In Indonesia, teaching English also has its challenges, including frequent changes in curriculum as well as low status and wages. Due to these various challenges, Indonesian English teachers’ work engagement remains a major challenge. Two factors that are linked to work engagement include emotion regulation and psychological well-being at work. Emotion regulation consists of two aspects, including reappraisal and suppression. Psychological well-being at work has five domains, such as the desire for involvement at work, interpersonal fit at work, feeling of competency at work, thriving at work, and perceived recognition at work. This study aimed to examine the predictive relationship between emotion regulation and psychological well-being at work with work engagement. Specifically, reappraisal and thriving at work were looked at in more depth as they were the most significant predictors of variance in work engagement. The target population was English teachers in Indonesia. The survey was spread out through WhatsApp and e-mail, and teachers were invited to complete a self-report survey consisting of three questionnaires for emotion regulation, psychological well-being at work, and work engagement. Correlation and regression were calculated using SPSS 29 to investigate the relationship between the variables. The findings showed that compared to emotion regulation, psychological well-being at work was the biggest predictor of variance in work engagement. Between emotion regulation aspects, reappraisal was found to have the biggest impact on work engagement variance. Regarding psychological well-being at work domains, thriving at work had the most significant predictive link with work engagement. The research examining specific roles of psychological well-being at work is limited, and the present study adds knowledge to this field. By investigating the predictive relationship between emotion regulation and psychological well-being at work with work engagement, this study demonstrates the importance of considering English teachers’ emotions and well-being in order to foster their engagement with the teaching profession. Future research could include teachers’ age, gender, and years of experience, which were not measured in this research to further investigate their roles in teachers’ work engagement. More longitudinal studies are also needed to investigate the causal relationship between variables.

The current findings suggest the importance of considering Indonesian English teachers’ emotions and well-being in relation to their work engagement. Teachers’ work engagement has been found to be linked with several positive outcomes, such as higher job satisfaction, positive career aspirations, and increased participation in non-core roles. Emotion regulation and psychological well-being at work of English teachers in Indonesian English teachers are found to predict work engagement. In order to provide teachers with the skills they need to manage, and ideally, thrive in their chosen profession over the long term, it would be vital to integrate well-being competencies into teacher education programs in Indonesia. For instance, pre-service and in-service teacher training programs would benefit from providing educators with the self-regulatory and socioemotional competencies required to regulate their own levels of stress, emotions, motivation, and overall professional well-being. Moreover, as this study found that positive emotional experiences can be linked to teachers’ work engagement, the intervention program can focus on training teachers to be more aware of their positive emotions in the classroom as these emotions would benefit their well-being. However, these training and intervention programs should be implemented with caution as participating in such programs may increase teachers’ workload and thus may increase teachers’ stress (van Wingerden et al., 2013). Additionally, some teachers could be reluctant to take part in these interventions given that they are frequently planned by the same administrators whom some teachers believed to be responsible for teachers’ initial heavy workloads (Granziera et al., 2021). Therefore, interventions and training programs must be tailored to the needs of teachers and carried out in a way that enables teachers to see the direct advantages for themselves and their profession.