The Influence of Social Support on Job Engagement--Evidence from Preschool Teachers in Beijing, China

The objectives of this study are to examine 1) the relationship between social support and job engagement of preschool teachers in Beijing, 2) the relationship between social support and professional commitment of preschool teachers in Beijing, 3) the relationship between professional commitment and job engagement of preschool teachers in Beijing, and 4) the role of professional commitment in social support and job engagement of preschool teachers in Beijing. Under the guidance of quantitative research methodology, this study adopts an online questionnaire to conduct an empirical investigation. In the context of preschool education institutions in Beijing, China, with the help of administrators, colleagues, and friends of preschool education institutions, this study adopted a simple random sampling method to conduct a questionnaire survey among 238 professional kindergarten teachers in the top 10 preschool education institutions in Beijing, to obtain research data. The data were analyzed using data processing software, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, and structural equation model analysis. The main findings of this study are 1) social support is positively correlated with job engagement, 2) social support is positively correlated with professional commitment, 3) professional commitment is positively correlated with job engagement; and 4) professional commitment mediates between social support and job engagement. Based on these findings, this study provides a feasible and extensive management framework and provides effective practical suggestions for improving the job engagement of teachers in preschool education institutions in Beijing.