文献类型：期刊文献

英文题名：Mediating role of meaningful work and vocational identity on the relationship between perceived family supportive supervisor behaviour and career satisfaction

作者：Chen, Niya[1];Zhang, Leigang[2]

机构：[1]Fujian Normal Univ, Sch Educ, Fuqing Branch, Fuqing, Peoples R China;[2]Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China

年份：2020

卷号：30

期号：4

起止页码：295

外文期刊名：JOURNAL OF PSYCHOLOGY IN AFRICA

收录：SSCI(收录号：WOS:000566929000003)、、Scopus(收录号：2-s2.0-85090270123)、WOS

基金：This research was supported by the Philosophy and Social Sciences Foundation of Zhejiang Province (grant number: 20NDJC181YB) and the Young and middle-aged Teacher Education research foundation of Fujian Province, PRC (grant number: JAS180642)

语种：英文

外文关键词：career satisfaction; meaningful work; multiple mediation; perceived family supportive supervisor behaviour; vocational identity

外文摘要：This study examined meaningful work and vocational identity influences on the relationship between perceived family supportive supervisor behaviour (FSSB) and career satisfaction among educators. Participants were a convenience sample of 492 public school teachers from eight secondary schools in China. They completed self-report measures on their perceived FSSB, meaningful work, vocational identity, and career satisfaction. Structural equation modelling and multiple mediation analysis indicated both meaningful work and vocational identity mediated the relationship between perceived FSSB and career satisfaction. Specifically, high FSSB predicted high scores on the meaningful work and vocational identity, which in turn were positively associated with career satisfaction. Findings suggest a need for school supervisors to engage in FSSB to enhance teachers' meaningful work, vocational identity, and career satisfaction.