Investigating the Relationship Between Organizational Support and Occupational Well-Being: Mediating Effects of Psychological Resilience Among Chinese English Teachers in Rural Middle Schools

Abstract

Rural English teachers play a significant role in rural education, implementing relevant educational policies, such as “poverty alleviation through education.” Exploring the factors influencing rural English teachers’ occupational well-being and their mechanisms is of great importance for enhancing the stability of the rural teacher workforce and promoting the healthy development of rural education. Based on the Job Demands-Resources model, a survey was conducted among 350 rural English teachers in Guangxi’s rural schools, and a structural equation model was established to explore the impact mechanism of organizational support on the occupational well-being of rural English teachers. The study found that organizational support has a significantly positive effect on the occupational well-being and psychological resilience of rural English teachers. Psychological resilience has a significantly positive effect on the occupational well-being of rural English teachers and mediates the relationship between organizational support and rural teachers’ occupational well-being. The research results may be used to enhance the occupational well-being of rural English teachers.