Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China

Mi Kang; Chenmei Cai; Xiaojing Li; Guanghui Wang; Qingqing Huang; Zhijun Ning

doi:doi:10.11648/j.tecs.20230804.14

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Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China

Mi Kang^*, Chenmei Cai, Xiaojing Li, Guanghui Wang, Qingqing Huang, Zhijun Ning

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 4)

Received: 25 September 2023 Accepted: 1 November 2023 Published: 17 November 2023

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Abstract

Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and secondary school teachers were selected from 19 regions in China. Through descriptive statistics, demographic variable difference, correlation and structural equation model (SEM) statistical analyses, the following findings were obtained: Firstly, our sample data show that parental and organizational support, and the professional identity of primary and secondary school teachers in China is at the upper medium level; and significant differences are shown in the professional identity of demographic variables such as gender, length of teaching, education levels and different stages of teaching. Secondary, we find a significant positive correlation exists between parental and organizational support, and the professional identity of teachers. Finally, organizational support significantly mediated the relationship between parental support and teachers’ professional identity. This study provided empirical evidence from China about organizational support as a mediator, emphasized the significance of parental support on teachers’ professional identity and suggested the the relationship of parental and teacher should attention the roles of organization.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 4)
DOI	10.11648/j.tecs.20230804.14
Page(s)	190-199
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Parental Support, Organizational Support, Professional Identity of Teachers, China

References

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APA Style

Kang, M., Cai, C., Li, X., Wang, G., Huang, Q., et al. (2023). Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China. Teacher Education and Curriculum Studies, 8(4), 190-199. https://doi.org/10.11648/j.tecs.20230804.14

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ACS Style

Kang, M.; Cai, C.; Li, X.; Wang, G.; Huang, Q., et al. Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China. Teach. Educ. Curric. Stud. 2023, 8(4), 190-199. doi: 10.11648/j.tecs.20230804.14

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AMA Style

Kang M, Cai C, Li X, Wang G, Huang Q, et al. Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China. Teach Educ Curric Stud. 2023;8(4):190-199. doi: 10.11648/j.tecs.20230804.14

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@article{10.11648/j.tecs.20230804.14,
  author = {Mi Kang and Chenmei Cai and Xiaojing Li and Guanghui Wang and Qingqing Huang and Zhijun Ning},
  title = {Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {4},
  pages = {190-199},
  doi = {10.11648/j.tecs.20230804.14},
  url = {https://doi.org/10.11648/j.tecs.20230804.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230804.14},
  abstract = {Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and secondary school teachers were selected from 19 regions in China. Through descriptive statistics, demographic variable difference, correlation and structural equation model (SEM) statistical analyses, the following findings were obtained: Firstly, our sample data show that parental and organizational support, and the professional identity of primary and secondary school teachers in China is at the upper medium level; and significant differences are shown in the professional identity of demographic variables such as gender, length of teaching, education levels and different stages of teaching. Secondary, we find a significant positive correlation exists between parental and organizational support, and the professional identity of teachers. Finally, organizational support significantly mediated the relationship between parental support and teachers’ professional identity. This study provided empirical evidence from China about organizational support as a mediator, emphasized the significance of parental support on teachers’ professional identity and suggested the the relationship of parental and teacher should attention the roles of organization.
},
 year = {2023}
}

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TY  - JOUR
T1  - Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China
AU  - Mi Kang
AU  - Chenmei Cai
AU  - Xiaojing Li
AU  - Guanghui Wang
AU  - Qingqing Huang
AU  - Zhijun Ning
Y1  - 2023/11/17
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230804.14
DO  - 10.11648/j.tecs.20230804.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 190
EP  - 199
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230804.14
AB  - Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and secondary school teachers were selected from 19 regions in China. Through descriptive statistics, demographic variable difference, correlation and structural equation model (SEM) statistical analyses, the following findings were obtained: Firstly, our sample data show that parental and organizational support, and the professional identity of primary and secondary school teachers in China is at the upper medium level; and significant differences are shown in the professional identity of demographic variables such as gender, length of teaching, education levels and different stages of teaching. Secondary, we find a significant positive correlation exists between parental and organizational support, and the professional identity of teachers. Finally, organizational support significantly mediated the relationship between parental support and teachers’ professional identity. This study provided empirical evidence from China about organizational support as a mediator, emphasized the significance of parental support on teachers’ professional identity and suggested the the relationship of parental and teacher should attention the roles of organization.

VL  - 8
IS  - 4
ER  -

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Author Information

Mi Kang

School of Education (Teacher College), Guangzhou University, Guangzhou, China; School of Education (Teacher College), Shaanxi Xueqian Normal University, Xi’an, China

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Chenmei Cai

School of Education (Teacher College), Guangzhou University, Guangzhou, China
Xiaojing Li

Department of Civil, Environmental and Architectural Engineering, University of Padova, Padova, Veneto, Italy
Guanghui Wang

School of Education (Teacher College), Guangzhou University, Guangzhou, China
Qingqing Huang

School of Education (Teacher College), Guangzhou University, Guangzhou, China
Zhijun Ning

School of Education (Teacher College), Guangzhou University, Guangzhou, China

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APA Style

Kang, M., Cai, C., Li, X., Wang, G., Huang, Q., et al. (2023). Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China. Teacher Education and Curriculum Studies, 8(4), 190-199. https://doi.org/10.11648/j.tecs.20230804.14

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ACS Style

Kang, M.; Cai, C.; Li, X.; Wang, G.; Huang, Q., et al. Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China. Teach. Educ. Curric. Stud. 2023, 8(4), 190-199. doi: 10.11648/j.tecs.20230804.14

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AMA Style

Kang M, Cai C, Li X, Wang G, Huang Q, et al. Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China. Teach Educ Curric Stud. 2023;8(4):190-199. doi: 10.11648/j.tecs.20230804.14

Copy | Download

@article{10.11648/j.tecs.20230804.14,
  author = {Mi Kang and Chenmei Cai and Xiaojing Li and Guanghui Wang and Qingqing Huang and Zhijun Ning},
  title = {Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {4},
  pages = {190-199},
  doi = {10.11648/j.tecs.20230804.14},
  url = {https://doi.org/10.11648/j.tecs.20230804.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230804.14},
  abstract = {Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and secondary school teachers were selected from 19 regions in China. Through descriptive statistics, demographic variable difference, correlation and structural equation model (SEM) statistical analyses, the following findings were obtained: Firstly, our sample data show that parental and organizational support, and the professional identity of primary and secondary school teachers in China is at the upper medium level; and significant differences are shown in the professional identity of demographic variables such as gender, length of teaching, education levels and different stages of teaching. Secondary, we find a significant positive correlation exists between parental and organizational support, and the professional identity of teachers. Finally, organizational support significantly mediated the relationship between parental support and teachers’ professional identity. This study provided empirical evidence from China about organizational support as a mediator, emphasized the significance of parental support on teachers’ professional identity and suggested the the relationship of parental and teacher should attention the roles of organization.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China
AU  - Mi Kang
AU  - Chenmei Cai
AU  - Xiaojing Li
AU  - Guanghui Wang
AU  - Qingqing Huang
AU  - Zhijun Ning
Y1  - 2023/11/17
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230804.14
DO  - 10.11648/j.tecs.20230804.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 190
EP  - 199
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230804.14
AB  - Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and secondary school teachers were selected from 19 regions in China. Through descriptive statistics, demographic variable difference, correlation and structural equation model (SEM) statistical analyses, the following findings were obtained: Firstly, our sample data show that parental and organizational support, and the professional identity of primary and secondary school teachers in China is at the upper medium level; and significant differences are shown in the professional identity of demographic variables such as gender, length of teaching, education levels and different stages of teaching. Secondary, we find a significant positive correlation exists between parental and organizational support, and the professional identity of teachers. Finally, organizational support significantly mediated the relationship between parental support and teachers’ professional identity. This study provided empirical evidence from China about organizational support as a mediator, emphasized the significance of parental support on teachers’ professional identity and suggested the the relationship of parental and teacher should attention the roles of organization.

VL  - 8
IS  - 4
ER  -

Copy | Download