ArticleFrontiers in psychology2025
Exploring the influencing effect of tertiary teachers' perceived organizational support and teacher self-efficacy on their job satisfaction: the mediating role of teacher work engagement.
Article in Frontiers in psychology, 2025. 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.
- Department-based need-supportive leadership and affective job satisfaction among Chinese university teachers: a cross-sectional serial mediation analysis of work-related basic psychological need satisfaction and work motivation.Frontiers in psychology · 2026Article
- The relationship between physical activity and work engagement among university teachers: the chain mediating effect of resilience and cognitive flexibility.Frontiers in psychology · 2026Article
- Perceived organizational support and family-school collaboration among kindergarten teachers: job satisfaction as a mediator and occupational commitment as a moderator.Frontiers in psychology · 2026Article
- English teachers' social-emotional competence and occupational burnout: the mediating role of teaching efficacy and the moderating role of perceived organizational support.Frontiers in psychology · 2026Article
- The impact of perceived organizational support on professional identity in Chinese kindergarten teachers: the mediating and moderating roles of achievement goal orientations and job stress.Frontiers in psychology · 2025Article
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Abstract
Teacher job satisfaction is a central concern within the teaching profession, garnering significant global attention. This research investigates the relationships among perceived organizational support, teacher self-efficacy, work engagement, and job satisfaction among tertiary teachers in Western China. Using a survey methodology, data were collected from 450 teachers at public universities. The findings revealed significant positive correlations among all variables. Crucially, work engagement was found to partially mediate the positive relationship between perceived organizational support and job satisfaction, as well as between teacher self-efficacy and job satisfaction. These results contribute to existing theory by highlighting the pivotal role of work engagement and offer practical insights for enhancing teacher satisfaction. Recommendations are provided for policymakers, administrators, and teacher education programs. The study concludes by suggesting avenues for future research, such as incorporating additional cognitive and non-cognitive factors to deepen the understanding of job satisfaction determinants.
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