Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: a structural equation modeling approach

Wang, Yonggang

doi:10.3389/fpsyg.2023.1345740

Cited by 7 publications

References 87 publications

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The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers: A Chain Mediation of Psychological Empowerment and Attitudes Toward Inclusive Education

Guan,

Cheng,

et al. 2024

Euro J of Education

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This study aimed to investigate the relationship between teacher perceived organisational support and their work engagement in the context of inclusive education, highlighting the mediating roles of psychological empowerment and attitudes towards inclusive education. A total of 366 primary and secondary inclusive school teachers participated in a cross‐sectional online survey. The results indicated that perceived organisational support significantly and directly predicted work engagement. Psychological empowerment and attitudes toward inclusive education mediated the influence of perceived organisational support on work engagement, respectively. Furthermore, psychological empowerment and attitudes played a chain mediating role. The findings shed light on the mechanisms underlying the influence of perceived organisational support on work engagement amongst inclusive education teachers and provide practical implications for enhancing their engagement in inclusive education.

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The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers: A Chain Mediation of Psychological Empowerment and Attitudes Toward Inclusive Education

Guan,

Cheng,

et al. 2024

Euro J of Education

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Prevalence of myopia and refractive parameters among children and adolescents in Hi-tech District of Chengdu City (2021-2023)

Wang,

Zeng,

Xian

et al. 2024

Preprint

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Objective: To analyze the prevalence of myopia among children and adolescents in Chengdu from 2021 to 2023, providing insights for myopia prevention and control. Methods: This study was a school-based cross-sectional study in children and adolescents aged 3–18 years in Hi-tech District of Chengdu City. All the students underwent comprehensive ocular measurement, including visual acuity (VA),spherical equivalent error (SER) with noncycloplegic autorefraction, axial length (AL) and corneal radius (CR) . Results:Over the three-year study period from 2021 to 2023, the overall prevalence of myopia was 38.15%, with annual rates of 38.74% in 2021, 38.67% in 2022, and 37.4% in 2023. The prevalence of myopia and high myopia increased significantly with age (P < 0.001). In 2021, myopia prevalence was 37.4% among boys and 40.17% among girls; in 2022, 38.05% among boys and 39.43% among girls; and in 2023, 35.85% among boys and 38.33% among girls, consistently higher in girls each year (P < 0.001). Myopia prevalence increased with school level (P < 0.001). Mild myopia was the most common (24.47%), followed by moderate (10.77%) and severe myopia (2.91%). The SER varied, with mean values of -1.72 ± 1.57 D in 2021, -1.32 ± 1.51 D in 2022, and -1.42 ± 1.36 D in 2023 (P < 0.001), decreasing significantly with age (P < 0.001). Axial length (AL) was stable across most age groups, with total AL values of 23.80 ± 1.02 mm in 2021, 23.79 ± 1.04 mm in 2022, and 23.81 ± 1.04 mm in 2023. Conclusion: Myopic prevalence among children and adolescents in Hi-tech District of Chengdu City was shown to be steadily decreasing from 2021 to 2023. The prevalence increased with age and school level, indicating a need for targeted interventions. Significant changes in spherical equivalent refraction and axial length underscore the importance of early intervention and regular monitoring to manage myopia effectively.

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Beyond the walls of the classroom: the psychodynamics of professional commitment and job involvement among female primary school teachers

2024

Front. Psychol.

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This research used structural equation modeling (SEM) to explore the relationship between professional commitment, self-efficacy, psychological resilience, perceived organizational support and job involvement of female teachers in Chinese primary schools. The purpose of the study was to understand how these psychological and organizational factors work together on teachers’ job involvement. Based on the questionnaire survey of 596 female teachers in primary schools, the data were collected and analyzed by AMOS software. The results show that professional commitment plays a central role in teachers’ job involvement, and self-efficacy and psychological resilience, as important psychological resources, significantly affect job involvement through the mediation of perceived organizational support. The model fitting indicators CFI, RMSEA and SRMR were in line with the acceptance criteria, which verified the adaptability of the hypothesis model. The findings not only reinforce the application of resource conservation theory in the field of education, but also provide school administrators with strategies to improve teachers’ job involvement, especially by enhancing the importance of organizational support and resilience. In addition, the results have practical implications for the design of targeted teacher professional development programs.

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Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: a structural equation modeling approach

Cited by 7 publications

References 87 publications

The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers: A Chain Mediation of Psychological Empowerment and Attitudes Toward Inclusive Education

The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers: A Chain Mediation of Psychological Empowerment and Attitudes Toward Inclusive Education

Prevalence of myopia and refractive parameters among children and adolescents in Hi-tech District of Chengdu City (2021-2023)

Beyond the walls of the classroom: the psychodynamics of professional commitment and job involvement among female primary school teachers

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