This mixed-methods study investigates the multifaceted relationships between school climate, teacher enthusiasm, metacognition and teacher work engagement in the English as a Foreign Language (EFL) context. Employing a sequential explanatory design, the study first utilized a cross-sectional survey of 474 EFL teachers to examine the direct and indirect associations between these factors through structural equation modeling (SEM). Subsequently, a digital ethnography phase was conducted to explore the lived experiences and perspectives of EFL teachers within online professional communities, providing deeper insights into the quantitative findings. The results revealed significant direct associations of school climate, teacher enthusiasm, and teacher metacognition with work engagement. Additionally, school climate demonstrated an indirect association with work engagement through teacher enthusiasm, and both school climate and teaching enthusiasm showed indirect associations with work engagement through teacher metacognition. The qualitative data further illuminated the complexities of teacher enthusiasm, the importance of collegial connection, the challenges of metacognitive practice, and the supportive role of online communities. These findings underscore the need for comprehensive approaches to foster positive school climates, nurture teacher enthusiasm, and promote metacognitive practices to be associated with enhanced teacher work engagement in EFL contexts.
