The Effects of Perceived Social Support on Job Performance Among Primary and Middle School Teachers: A Moderated Mediating Model

  • ZENG Lianping ,
  • ZENG Xiaoye ,
  • HUANG Yafu ,
  • ZHAO Shouying
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  • 1. School of Psychology, Guizhou Normal University, Guiyang 550025;
    2. Institute of Psychological Intervention and Behavior Correction, Guizhou Normal University, Guiyang 550025

Received date: 2021-06-18

  Online published: 2022-05-20

Abstract

Based on the social support buffering effect model and self-regulation theory, the purpose of the study was to explore the effect mechanism of perceived social support on middle school and elementary schoolteachers’ job performance. A questionnaire survey was conducted among 510 middle school and elementary schoolteachers. The results showed that: 1) perceived social support had a significant positive correlation with job performance; 2) psychological empowerment mediated the effect of perceived social support on job performance; 3) future work self-salience moderated the effect of psychological empowerment on job performance. The mediating effect was found to be more significant for middle school and elementary school teachers with a high level of future work self-salience than those with a low level of future work self-salience.

Cite this article

ZENG Lianping , ZENG Xiaoye , HUANG Yafu , ZHAO Shouying . The Effects of Perceived Social Support on Job Performance Among Primary and Middle School Teachers: A Moderated Mediating Model[J]. Studies of Psychology and Behavior, 2022 , 20(3) : 404 -411 . DOI: 10.12139/j.1672-0628.2022.03.017

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