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

Abstract

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.