ArticleFrontiers in sports and active living2026
The impact of organizational commitment on the professional development of primary and secondary school physical education teachers: a moderated mediation model.
Article in Frontiers in sports and active living, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Based on Self-Determination Theory, Educational Ecology Theory, and the Job Demands-Resources (JD-R) model, this study explores the relationship between the school environment and the professional development of primary and secondary school physical education teachers, as well as its underlying mechanisms. From an individual-school synergistic perspective, it investigates how organizational commitment influences their professional development by constructing a moderated mediation model. Methods: A sample of 526 physical education teachers was surveyed using the Work Engagement Scale, School Environment Scale, Professional Development Scale for Primary and Secondary School Teachers, and Organizational Commitment Scale. Results: The results show that organizational commitment positively predicts the professional development of primary and secondary school physical education teachers. Work engagement plays a partial mediating role in this relationship. Furthermore, both the direct path of "organizational commitment -professional development" and the first stage of the mediation path ("organizational commitment-work engagement") are significantly moderated by the school environment. Discussion: This study proposes a theoretical pathway wherein a highly supportive school environment grants teachers instructional autonomy, provides professional resources, and fosters a climate of trust, thereby satisfying their basic psychological needs. Under such conditions, high organizational commitment is more readily internalized as self-endorsed goals, translating into more proactive and focused work engagement, which strengthens its driving effect on professional growth. When teachers experience autonomy, competence, and relatedness, they are more willing to channel their engagement into exploratory, innovative, and continuous learning behaviors, thereby effectively promoting their professional development.
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