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The aim of this study was to examine the relationship between Chinese preschool teachers’ organizational justice and work engagement, with a particular focus on the mediating role of professional identity and the moderating role of perceived organizational support. A questionnaire survey was conducted with 793 preschool teachers using whole cluster random sampling. The results showed that: (1) organizational justice significantly and positively predicted preschool teachers’ work engagement; (2) professional identity partially mediated the relationship between preschool teachers’ organizational justice and work engagement; and (3) perceived organizational support moderated the relationship between organizational justice and work engagement. The results of this study inspire us that in order to increase preschool teachers’ work engagement and achieve high-quality kindergarten development, it is necessary to pay attention to preschool teachers’ professional identity and perceived organizational support based on the importance of organizational justice.
Lin et al. (Thu,) studied this question.