ArticleFrontiers in psychology2026
Paternalistic leadership and work engagement: the roles of knowledge sharing and supervisor support among calligraphy teachers in Hebei primary schools.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examines the mechanisms through which paternalistic leadership influences work engagement among primary school calligraphy teachers in China, with a focus on the mediating role of knowledge sharing and the moderating role of supervisor support. Grounded in the Job Demands-Resources (JD-R) model, a quantitative cross-sectional survey design was employed with 385 in-service calligraphy teachers from Hebei Province. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The results reveal that paternalistic leadership has a significant positive effect on both knowledge sharing and work engagement. Knowledge sharing significantly predicts work engagement and partially mediates the relationship between paternalistic leadership and work engagement. Furthermore, supervisor support significantly moderates the relationship between knowledge sharing and work engagement, such that the positive effect of knowledge sharing on engagement is strengthened when supervisor support is high. These findings extend the application of the JD-R model to culturally specific educational contexts and highlight the importance of relational leadership, collaborative knowledge practices, and supervisory support in enhancing teacher engagement. The study provides practical implications for school administrators and policymakers seeking to support calligraphy teachers-a specialist group responsible for cultural heritage transmission-and offers insights for improving teacher motivation and professional development in arts education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.