Next Article in Journal
Sustainable Recovery of Architectural Heritage: The Experience of a Worksite School in San Salvador
Next Article in Special Issue
Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic
Previous Article in Journal
Designing and Energy Estimation of Photovoltaic Energy Generation System and Prediction of Plant Performance with the Variation of Tilt Angle and Interrow Spacing
Previous Article in Special Issue
School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China
Article

Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19

College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
*
Authors to whom correspondence should be addressed.
These authors contributed equally to this work.
Academic Editors: Hongbiao YIN, Ronnel Bornasal King and Guoxiu Tian
Sustainability 2022, 14(2), 623; https://doi.org/10.3390/su14020623
Received: 2 December 2021 / Revised: 3 January 2022 / Accepted: 4 January 2022 / Published: 6 January 2022
Recently, scientific theories on career satisfaction (CS) have been promoted worldwide. Research on the subject has become more and more popular, especially during the COVID-19 pandemic. This study adds to the existing literature by investigating the impact of organizational support on career satisfaction through the mediation role of job crafting and work engagement among Chinese teachers. A diverse sample of teachers (n = 3147) was drawn from various schools in Zhejiang province (P.R. China), from June to September 2021. SPSS 26 software with PROCESS macro and JASP was used to analyze the data. The findings demonstrate that perceived organizational support (POS), job crafting (JC), and work engagement (WE) have a significant and positive relation with teachers’ career satisfaction. POS was serially associated with JC (b = 0.34, p = 0.001), CS (b = 0.40, p = 0.001), and WE (b = 0.49, p0.001). The residual direct pathways for JC → CS (b = 0.55, p = 0.001, 95% CI = [0.51, 0.60]) and for WE → CS (b = 0.47, p = 0.001, 95% CI = [0.44, 0.50]) were significant. Sequentially, JC and WE mediated the relation between POS and CS. The multiple mediation model supported our general hypothesis that JC and WE mediate the relationship between POS and CS. View Full-Text
Keywords: perceived organizational support; job crafting; work engagement; career satisfaction; COVID-19 perceived organizational support; job crafting; work engagement; career satisfaction; COVID-19
Show Figures

Figure 1

MDPI and ACS Style

Oubibi, M.; Fute, A.; Xiao, W.; Sun, B.; Zhou, Y. Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19. Sustainability 2022, 14, 623. https://doi.org/10.3390/su14020623

AMA Style

Oubibi M, Fute A, Xiao W, Sun B, Zhou Y. Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19. Sustainability. 2022; 14(2):623. https://doi.org/10.3390/su14020623

Chicago/Turabian Style

Oubibi, Mohamed, Antony Fute, Weilong Xiao, Binghai Sun, and Yueliang Zhou. 2022. "Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19" Sustainability 14, no. 2: 623. https://doi.org/10.3390/su14020623

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop