The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers’ engagement in educational research, utilizing the findings of a survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers’ participation in educational research, and teachers’ work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers’ participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level.
Teacher Educational Research, Teacher Job Satisfaction, School Organizational Support, Mediating Effect
This study is funded by the Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD).
Bogler, R., & Nir, A. E. (2012). The importance of teachers’ perceived organizational support to job satisfaction. Journal of Educational Administration, 50(3):287-306. DOI: https://doi.org/10.1108/09578231211223310
Cai, Y. H., & Zhu, A. X. (2013). The current state of job burnout of middle school teachers and its organizational influencing factors. Educational Research and Experiment, 2013(6):29-33.
Chen, Y, Huang, Q., Yao, J., Tian, Y. H., Cai, R., & Zhou, S. (2020). What kind of school is conducive to “burden reduction and efficiency improvement”? -- An empirical study based on data of the large-scale survey on academic quality in Jiangsu Province. Educational Research Monthly, 2020(4):42-48 + 67. DOI: https://doi.org/10.16477/j.cnki. issn1674-2311.2020.04.006
Cleveland, J., & Shore, L. M. (1992). Self- and supervisory perspectives on age and work attitudes and performance. Journal of Applied Psychology, 77(4):469-484. DOI: https://doi.org/10.1037/0021-9010.77.4.469
Cheng, J. M. (2014). The implications of Shanghai’s Ranking first in the Pisa test. Exploration and Free Views, 2014(1):74-77.
Ding, M.Y., Ma, X., & Yao, Z. D. (2018). A survey on job satisfaction of primary school teachers and junior middle school teachers. Campus Life and Mental Health, 16(2):104-106. http://dx.chinadoi.cn/10.19521/j.cnki.1673-1662.2018.02.004
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3):500-507. DOI: https://doi.org/10.1037/0021-9010.71.3.500
El-Hilali, N., &Al-Rashidi, L. (2015). The impact of parental involvement, personality traits and organizational support on satisfaction. Procedia - Social and Behavioral Sciences, 177:408-419. DOI: https://doi.org/10.1016/j.sbspro.2015.02.382
Gu, H, Yao, J., Cai, R, Tian, Y. H., & Zhou, S. (2020). School leaders’ role in school resilience: the mediating role of teacher job satisfaction. Research in Educational Development, 40(6):68-77. DOI: https://doi.org/10.14121/j.cnki. 1008-3855.2020.06.011
Gu, M. Y. (2014, March 5). The importance of teacher educational research. China Education Daily, P007.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3):381-391. DOI: https://doi.org/10.1080/135406002100000512
Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan Magazine, 90(7):495-500. DOI: https://doi.org/10.1177/003172170909000709
Hakkak, M., Gashti, M. A., & Nawaser, K. (2014). The relationship between perceived organizational support and job satisfaction with organizational commitment. Entrepreneurship and Innovation Management Journal, 2(3):194-202.
He, C. G. (2020). Developing and optimizing the educational research system in basic education with Chinese characteristics: An interpretation of the Opinions on Improving and Strengthening Educational Research in Basic Education in the New Era. Basic Education Curriculum, 2020(1):21-27.
Ji, C. M. (2020). The impact of perceived organizational support on job satisfaction of primary and secondary school teachers in Tibet: The mediating role of organizational trust. Teacher Education Research, 32 (4):79-86. DOI: https://doi.org/10.13445/j.cnki. t.e.r.2020.04.012
Ji, C. M. & Zhao, H. (2021). The impact of perceived organizational support on job satisfaction of primary school teachers in Tibet: A mediating effect model. Teacher Development Research, 2021(3):25-32. DOI: https://doi.org/10.19618/j.cnki. issn2096-319x. 2021.03.004
Jiang, Y. (2005). The trend of teacher professional development in the postmodern era. Comparative Education Review, 2005(5):67-70.
Liang, W., Li, X. H., & Lu, L. T. (2016). China’s teaching research system in basic education in the new era: Function, challenges, and prospect. Curriculum, Teaching Material and Method, 36 (2):11-16 + 73. DOI: https://doi.org/10.19877/j.cnki. kcjcjf. 2016.02.002
Liu, L. L., Tian, L. M. & Guo, J. J. (2019). The influence of parent - child relationship on adolescent risk-taking behaviors: a mediating model. Psychological Development and Education, 35(2):210-218. DOI: https://doi.org/10.16187/j.cnki. issn1001-4918.2019.02.10
Liu, Y. X. (2019). Education quality and the importance of educational research. People's Education, 2019(21):13-17.
Luo, Z. H. (2008). Teachers’ Job Burnout in teaching and research institutions and its influencing factors (Master's thesis). Southwest University, Chongqing.
Meng, Z. W. (2019). The current state of and relationship between job satisfaction and organizational support of junior secondary school physical education teachers in Dalian (Master’s thesis). Liaoning Normal University, Shenyang.
Rhoades, L. & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. The Journal of Applied Psychology, 87(4):698-714. DOI: https://doi.org/10.1037/0021-9010.87.4.698
Shao, G. H. (2012). A phenomenological analysis of teachers’ resistance to educational research. Research in Educational Development, 32(18):48-52. DOI: https://doi.org/10.14121/j.cnki. 1008-3855.2012.18.005
Shen, P., Zhang, J. R., & Zhou, B. R. (2016). A comparison of happiness between primary and secondary school teachers. China Journal of Health Psychology, 24(4):514-518. DOI: https://doi.org/10.13342/j.cnki. cjhp. 2016.04.009
Shen, X. B. & Yang, T. (2019). A review of educational research in primary and secondary schools since the founding of the PRC and the prospect. Journal of Teacher Education, 6 (4):49-55. DOI: https://doi.org/10.13718/j.cnki. jsjy. 2019.04.007
Shore L.M. & Wayne, S. (1993). Commitment and employee behavior: A comparison of affective commitment and continuance commitment with perceived organizational support. Journal of Applied Psychology, 78(5):774-780. DOI: https://doi.org/10.1037/0021-9010.78.5.774
State Education Commission. (2012). Several opinions of the State Education Commission on improving the performance of teaching research offices. (2012-06-19). Available at: https://www.ncct.edu.cn/2012/policyDocumentRes_0619/959.Html
Sukhomlinsky. (2009). A Conversation with Young Principals (Chinese version). Beijing: Educational Science Publishing House.
Tang, J. B. (2018). The effect of perceived organizational support on job satisfaction and job stress of secondary school teachers (PhD dissertation). Nanjing University of Aeronautics and Astronautics, Nanjing.
Xu, L, Wei, T. C., & Hou, G. H. (2013). Academic misconduct of college teachers under the pressure of scientific research: The mediating effect of organizational support. Science and Technology Management Research, 2013(7):86-91.
Xu, X. F., Che, H. S., Lin, X. H., & Zhang, J. M. (2005). Organizational support theory and research on it. Psychological Science, 2005(1):130-132.
Xue, Q. (2006). To be a happy researcher: The growth of teachers in educational research. In-service Education and Training of School Teachers, 2006(3):25-27.
Yang, X. X. (2018). An investigation into work pressure of teaching research staff and its sources. Shanghai Research on Education, 2018(12):32-37. DOI: https://doi.org/10.16194/j.cnki.31-1059/g4.2018.12.008
Yang, Y., Lu, X., Ban, Y., & Sun, J. (2022). Social support and job satisfaction in kindergarten teachers: The mediating role of coping styles. Frontiers in Psychology, 13:809272. DOI: https://doi.org/10.3389/fpsyg.2022.809272
Yarmakeev, I. (2019). Intra-school support for professional self-development of teachers. International Journal of Educational Science, 27(1-3):39-44. DOI: https://doi.org/10.31901/24566322.2019/27.1-3.1099
You, Q. (2018). The current state of chemistry teachers’ teaching and scientific research in the context of teacher professional development (Master's thesis). Sichuan Normal University, Chengdu.
Yin, H., Xie, C., Hu, H., & Wang, M. S. (2020). Demystifying and sustaining the resilience of teacher educators: the perspectives of teaching–research staff in China. Asia Pacific Education Review, 21:311-323. DOI: https://doi.org/10.1007/s12564-020-09626-0
Zhang, J. R., Yang, Z. G., & Ling, H. (2014). The relationships between job stress, job satisfaction and job burnout of primary and secondary school teachers. Chinese Journal of Clinical Psychology, 22(5):920-922. DOI: https://doi.org/10.16128/j. cnki.1005-3611.2014.05.085
Zhou, M. H., Zhu, J. N., & Wu, H. (2019). The impact of organizational support on the returnee teachers’ satisfaction of scientific research progress -- A case study of 21 colleges and universities in Shanghai. Higher Education Exploration, 2019(12):101-107.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.