Literature has documented that work engagement on the part of teachers may influence not only the teachers' professional growth, but also students' physical and mental Ldevelopment, academic performance, and teachers' interactions with students. However, there is limited research among teachers that explored organisational factors that influence their engagement with their work, especially in the Sub-Saharan Africa. The purpose of this study is to investigate the indirect effects of organisational constraints and occupational self-efficacy on work engagement through perceived occupational calling. A total of 347 Nigerian secondary school teachers (317 females and 30 males) were drawn from ten secondary schools in Enugu State. The average age of the sample was 30.78 (SD = 3.34, ranging from 24 to 42 years). Results of the Hayes PROCESS Macro showed that organisational constraint, perceived occupational calling and occupational self-efficacy were all related with work engagement. The mediation analysis further showed that perceived occupational calling mediated the relationship between organisational constraint and work engagement but did not mediate the relationship between occupational self-efficacy and work engagement. This study contributes to existing literature and further advances knowledge on the relationship between organisational constraint and work engagement.