ArticleFrontiers in psychology2022
The Relationship Between Preschool Inclusive Education Teachers' Organizational Support and Work Engagement: The Mediating Role of Teacher Self-Efficacy.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 21 citations in OpenAlex.
- How organizational support promotes teacher professional recognition: a perspective on teachers' autonomous learning and teaching abilities.Frontiers in psychology · 2026Article
- Paternalistic leadership and work engagement: the roles of knowledge sharing and supervisor support among calligraphy teachers in Hebei primary schools.Frontiers in psychology · 2026Article
- Exploring the relationship between teaching autonomy and Chinese teachers' organizational commitment: a chain mediation model of self-efficacy and career well-being.Frontiers in psychology · 2026Article
- Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers' performance and wellbeing.Frontiers in psychology · 2024Article
- Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model.International journal of environmental research and public health · 2022Article
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
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Abstract
This study aims to explore the relationship and mechanism between the preschool inclusive education teachers' organizational support, teacher self-efficacy, and work engagement. This study adopted the organizational support scale, inclusive education efficacy scale, and work engagement scale, measured for 600 preschool inclusive education teachers, eventually obtained 568 effective questionnaires, established research model, and analyzed the data using the structural equation model (SEM). There are significantly more men (65.1%) than women (34.9), and the majority (57.6%) were public kindergarten. Organizational support significantly positively affects teachers' self-efficacy (β = 0.526,
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