Wu Shengwen, Xu Qiangqiang, Tian Huidong, Li Rongrong, Wu Xiaopeng
School of Teacher Education, Zhejiang Normal University, Jinhua, China.
School of Teacher Education, Tianshui Normal University, Tianshui, China.
Front Psychol. 2025 Jan 7;15:1479097. doi: 10.3389/fpsyg.2024.1479097. eCollection 2024.
This paper aims to investigate the relationship between social support and rural teachers' work engagement while exploring the mediating effect of mindfulness in teaching and the moderating effect of psychological safety.
A sample of 866 rural teachers was recruited, in order to complete the Mindfulness in Teaching Scale, Social Support Rating Scale, Psychological Safety Scale, and Utrecht Work Engagement Scale.
The study findings indicate that: (1) social support positively influenced the work engagement of rural teachers; (2) further, mindfulness in teaching partially mediated the effect of social support on rural teachers' work engagement; (3) psychological safety moderated the second half of the pathway of "social support → mindfulness in teaching → work engagement" while the positive correlation between mindfulness in teaching and work engagement was stronger among rural teachers with high psychological safety.
Social support documented a strong correlation with work engagement while mindfulness in teaching mediated the pathway between the aforementioned variables. Furthermore, psychological safety moderated the second half of the mediated pathway (the link from mindfulness in teaching to work engagement). Hence, the study outcomes reveal the influential mechanism of social support on the work engagement of rural teachers. This finding suggests that we need to further improve the social support system and its effect mechanism in order to improve the rural teachers' work engagement. At the same time, it is also very important to create a good psychological working environment to ensure that they maintain a good level of mindfulness in teaching.
本文旨在探讨社会支持与农村教师工作投入之间的关系，同时探究教学正念的中介作用以及心理安全感的调节作用。
招募了866名农村教师作为样本，以完成教学正念量表、社会支持评定量表、心理安全感量表和乌得勒支工作投入量表。
研究结果表明：（1）社会支持对农村教师的工作投入有积极影响；（2）此外，教学正念部分中介了社会支持对农村教师工作投入的影响；（3）心理安全感调节了“社会支持→教学正念→工作投入”路径的后半段，在心理安全感高的农村教师中，教学正念与工作投入之间的正相关更强。
社会支持与工作投入密切相关，教学正念中介了上述变量之间的路径。此外，心理安全感调节了中介路径的后半段（从教学正念到工作投入的联系）。因此，研究结果揭示了社会支持对农村教师工作投入的影响机制。这一发现表明，我们需要进一步完善社会支持体系及其作用机制，以提高农村教师的工作投入。同时，营造良好的心理工作环境，确保他们在教学中保持良好的正念水平也非常重要。
