<![CDATA[Curricular changes, technological developments, and increasingly dynamic learning approaches require science educators to continuously learn, adapt, and maintain professional behavior. However, the psychological mechanisms underlying the relationship between educators’ adaptive learning capacity and professional behavior, particularly through work engagement, remain insufficiently examined. This study aimed to analyze and examine the mediating role of work engagement in the relationship between learning agility and teacher professionalism among science education teachers and lecturers. A quantitative correlational design was employed involving 159 teachers and lecturers from elementary school to higher education. Data were collected using self-report questionnaires consisting of adapted versions of the Learning Agility Self-Assessment, Utrecht Work Engagement Scale, and Professional Teacher Behavior measures. The data were analyzed using Hayes’ PROCESS Model 4 to examine the direct and indirect relationships among the variables. The findings indicated that learning agility was positively associated with work engagement and teacher professionalism, while work engagement was positively associated with teacher professionalism. The indirect effect of learning agility on teacher professionalism through work engagement was also significant, whereas the direct effect became negative after the mediator was included in the model. These findings indicate that work engagement represents an important psychological pathway linking learning agility to teacher professionalism. Practically, educational institutions need to foster educators’ adaptive learning capacity while strengthening work engagement to support sustained professional behavior among science educators.]]>
