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Organizational support plays a crucial role in fostering teachers’ work engagement, but the mechanisms through which and the conditions under which it leads to greater engagement remain unclear. The present study addressed these gaps by examining the psychological mechanisms of basic psychological needs satisfaction and growth teaching mindset. A total of 243 teachers recruited through language centers completed a questionnaire. Structural equation modeling revealed that perceived organizational support (POS) positively predicted work engagement, and satisfaction of teachers’ basic psychological needs mediated the link between teachers’ POS and engagement. Additionally, moderation analyses revealed that POS fostered greater engagement among teachers who had stronger growth beliefs about their teaching abilities. These findings suggest that organizational support promotes engagement by fulfilling teachers’ psychological needs, and this effect is amplified when teachers hold more growth beliefs regarding their teaching abilities. Therefore, enhancing teachers’ work engagement may require an integrated approach to fostering both organizational support and growth beliefs.
Hejazi et al. (Thu,) studied this question.