Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19

Oubibi, Mohamed; Fute, Antony; Xiao, Weilong; Sun, Bo; Zhou, Ya

doi:10.3390/su14020623

Cited by 62 publications

(64 citation statements)

References 66 publications

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“…Organizational support in terms of providing sufficient and adequate resources of information, and tools, as well as the role of supervisors in the provision of aid for academic staff have been reportedly noted by scholars. These factors are similar to job autonomy in the context of which individuals require resources and balance for better performing in their roles (Charoensukmongkol and Phungsoonthorn, 2021;Oubibi et al, 2022;Rasool et al, 2022). Similar to other careers, teachers carry a number of responsibilities.…”

Section: Literature Review and Theoretical Settingmentioning

confidence: 96%

Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic

Khawand

Zargar

2022

Front. Psychol.

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With the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees’ performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals’ wellbeing are the main focus of this study through inclusion of job autonomy and work-life conflict alongside other factors, such as informational support that can aid academic staff regarding their wellbeing during times of crisis. In response to the effects of COVID-19 on employees, this study aims to provide tangible data to protect university teachers during crises and establish key points that can improve their wellbeing. For this purpose, we used interviews to provide in-depth understanding of the subject. A total of 16 teachers as interviewees have provided qualitative data that was analyzed with MAXQDA (thematic network approach). This study highlights the importance of work-life conflict and vitality of job autonomy on academic staffs’ performance and overall wellbeing through a conceptual analysis. We emphasize the role of organizations in maintaining a work environment where university teachers’ wellbeing is prioritized and various elements such as training and support are used to help stabilizing work-life balance. The current findings can be beneficial for both scholars and decision-makers in schools and universities to enhance elements of remote work for their staff.

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Section: Literature Review and Theoretical Settingmentioning

confidence: 96%

Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic

Khawand

Zargar

2022

Front. Psychol.

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“…Specifically, we investigate how perceived stress can lead to well‐being when teachers take responsibility for their own work context by exhibiting high levels of job crafting. Job crafting is an action that involves employees shaping and redefining their job to further motivate them and to experience the task as more attractive (Oubibi et al, 2022 ), and previous research has shown that to cope with changes in their working environment, employees may engage in this behavior.…”

Section: Introductionmentioning

confidence: 99%

Perceived stress and wellbeing in Romanian teachers during the COVID‐19 pandemic: The intervening effects of job crafting and problem‐focused coping

Cucu-Ciuhan

Nicolau

Iliescu

2022

Psychology in the Schools

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This study examines the relationship between teacher perceived stress during the online period of schooling in the coronavirus disease 2019 pandemic, and their wellbeing, with job crafting as a mediator, The study also examines the role of problem‐focused coping as a moderator in the stress‐job crafting relationship. A sample of 360 teachers, 347 females, and 13 males, aged 21–63 years answered to an online survey from October to December 2020. Regression analyses were employed to the data. The results show that the conditional indirect effects of stress on wellbeing are statistically significant for low problem‐focused coping ( β = −.06, SE = 0.02, p < .001), whereas for high problem‐focused coping the effects are not statistically significant ( β = .01, SE = 0.01, p > .05). The effects of stress on wellbeing are mediated by job crafting for teachers who score low on problem‐focused coping.

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“…Secondly, provide teachers with a simple and easy-to-operate creation platform that allows teachers to carry out secondary editing and development to facilitate the implementation of personalized teaching. It is beneficial to improve teaching quality and efficiency while reducing development costs [39].…”

Section: Discussionmentioning

confidence: 99%

Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools

et al. 2022

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Nowadays, teaching and learning methods are constantly changing with the development and popularization of information technology. Many teaching activities are exploring the integration of virtual technology. However, the specific effects of VR are challenging to verify. In this paper, “teaching in VR environment” and “traditional teaching” were designed to carry out a series of teaching comparison practices between two groups of a primary school. By analyzing the experimental data of the experimental group and the control group, the research found that it is easier to enter mental flow in virtual reality, and the introduction of virtual reality technology is positively correlated with learning engagement. What is more, compared with traditional teaching and learning methods, virtual reality technology and related software can help individuals give full play to their creativity.

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Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19

Cited by 62 publications

References 66 publications

Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic

Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic

Perceived stress and wellbeing in Romanian teachers during the COVID‐19 pandemic: The intervening effects of job crafting and problem‐focused coping

Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools

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