Ji Dongying, Cui Li
Faculty of Education, Beijing Normal University, Beijing, China.
College of Education, Huaibei Normal University, Huaibei, China.
Front Psychol. 2021 Apr 29;12:648729. doi: 10.3389/fpsyg.2021.648729. eCollection 2021.
Kindergarten teachers' engagement in work is influenced by many factors. Total rewards perceptions, as an individual's evaluation of the rewards provided by the organization, may promote work engagement when it can meet their intrinsic and extrinsic work demands. To explore the relationship between kindergarten teachers' total rewards perceptions and work engagement, and the mediating role of organizational identification, a survey was conducted among 1,014 kindergarten teachers applying the Chinese versions of the Total Rewards Perceptions Scale for Kindergarten Teacher, Kindergarten Teacher Organizational Identification Scale, and Kindergarten Teacher Work Engagement Scale. The results showed that kindergarten teachers' total rewards perceptions and its four factors were positively correlated with organizational identification and work engagement. Organizational identification was positively related to work engagement. Organizational identification partially mediated the relationship between total rewards perception and work engagement among kindergarten teachers. We discussed the result of the relationship between total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers.
幼儿园教师的工作投入受到多种因素的影响。总体报酬感知作为个体对组织提供的报酬的评价，当它能够满足教师的内在和外在工作需求时，可能会促进工作投入。为了探究幼儿园教师的总体报酬感知与工作投入之间的关系，以及组织认同的中介作用，我们运用《幼儿园教师总体报酬感知量表》《幼儿园教师组织认同量表》和《幼儿园教师工作投入量表》的中文版，对1014名幼儿园教师进行了调查。结果表明，幼儿园教师的总体报酬感知及其四个因素与组织认同和工作投入呈正相关。组织认同与工作投入呈正相关。组织认同在幼儿园教师总体报酬感知与工作投入之间起部分中介作用。我们讨论了中国幼儿园教师总体报酬感知、组织认同和工作投入之间关系的研究结果。
