摘要
This paper discusses the notion of commitment--a construct used in the psychology of work--and engagement, as hypothetically opposed to the concept of burnout used in the paradigm of positive psychology. The aim of this study is to analyze engagement in a group of 132 high school teachers from various schools in the private sector and identify its relationship with the commitment variable. The results of the work of this group in three dimensions are presented in this study： vigor, dedication, and absorption; the correlation data are also presented with organizational commitment in three dimensions： affective, normative and temporal （or continuity）. With these results the aim is to find predictive evidence among teachers who score significantly in the three dimensions of engagement and the three dimensions of commitment.
