Primary school teachers’ perceived organizational support and job satisfaction: The mediating role of collective efficacy

• Caixia Zhu

  Jing Hengyi School of Education, Hangzhou Normal University

• Minghe Xia

  School of Information Science and Technology, Hangzhou Normal University

• Heng Xie

  College of Arts, Humanities and Social Sciences, University of Edinburgh

• Yushi Wang

  Jing Hengyi School of Education, Hangzhou Normal University

• Jiahua Ye

  School of Teacher Education, Hangzhou Normal University

• Jie Xu

  Jing Hengyi School of Education, Hangzhou Normal University

We examined how perceived organizational support and collective efficacy affect the job satisfaction of primary school teachers in China, and explored whether collective efficacy mediates the relationship between perceived organizational support and job satisfaction. We gathered data from 245 teachers using the Job Diagnostic Survey, the Organizational Support Measurement Scale, and the Collective Teacher Efficacy Scale. Our results confirmed there were positive correlations between job satisfaction and perceived organizational support, and between job satisfaction and teachers’ collective efficacy, supporting our initial hypotheses. Notably, perceived organizational support directly influenced teachers’ job satisfaction and also indirectly influenced their job satisfaction through collective efficacy, highlighting the potential for future research to explore strategies that enhance both organizational support and collective efficacy, ultimately ensuring teachers find satisfaction in their job.

• Download PDF
  (USD 29)