Mediation Effects of Psychological Empowerment and Teachers’ Professional Identity on Relationship Between Perceived Organizational Support and Teachers’ Work Engagement of Higher Vocational Colleges in Anyang City, Henan Province

บทคัดย่อ

               The research objectives were: (1) to develop a model of mediation effects of psychological empowerment (PE) and teachers' professional identity (TPI) on the relationship between perceived organizational support (POS) and teachers' work engagement (TWE) of Higher Vocational Colleges in Anyang City, and (2) to decompose the effects of POS, PE and TPI on TWE of Higher Vocational Colleges in Anyang City. The sample was 368 teachers from higher vocational institutions in the Anyang city, by proportional stratified random sampling method. The data were collected by a five-scale rating questionnaire. Data were analyzed by mean, standard deviation, confirmation factor analysis and structural equation model.

               The result found that; (1) the model of mediation effects of psychological empowerment and teachers' professional identity on relationship between perceived organizational support and teachers' work engagement of Higher Vocational Colleges in Anyang city was fit well with empirical data (c²/df=2.892, GFI=0.947, NFI=0.969, IFI=0.979, CFI=0.979, TLI=0.970, RMSEA=0.072) and 2) the perceived organizational support had a positive direct effect on teachers' work engagement and psychological empowerment. The psychological empowerment had a positive direct effect on teachers' professional identity, and teachers' professional identity had direct effect on teachers' work engagement. Moreover, perceived organizational support had indirect effect on teachers' work engagement through psychological empowerment and teachers' professional identity, there were mediation effect.