Perceived organizational support and work engagement of kindergarten teachers: A chain mediation model

Abstract

This study explored the interactions of perceived organizational support, work engagement, organizational commitment, and self-efficacy among kindergarten teachers. The sample comprised 1,432 kindergarten teachers in China. We used structural equation modeling to analyze the data. The results indicated that kindergarten teachers’ perception of organizational support had a positive predictive effect on their work engagement. Further, teachers’ self-efficacy and organizational commitment separately and jointly mediated the effect of organizational support on work engagement. Thus, educational managers should pay attention to the influence of organizational factors and individual efficacy on work engagement.