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Using a survey dataset on basic education students in Jiangsu Province (2020) and analyzing responses from 21,154 primary and 16,585 secondary teachers, the analysis applies a structural equation model. 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School of Educational Science, Nanjing Normal University, Nanjing 210097, China.  \n2. Jiangsu Academy of Educational Science, Nanjing 210013, China  \n\n| Abstract: The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers’ engagement in educational research, utilizing the findings ofa survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers’ participation in educational research, and teachers’ work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers’ participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level.\u003Cbr>Best Evidence in Chinese Education 2022; 11(2):1499-1515.\u003Cbr>Doi: 10.15354/bece.22.or064 |\n| --- |\n| How to Cite: Wang, W., & Zhou, S. (2022). The effect of school organizational support on job satisfaction ofprimary and secondary school teachers: The mediating role of teachers’ engagement in educational research. Best Evidence in Chinese Education, 11(2):1499-1515. |\n\nKeywords: Teacher Educational Research, Teacher Job Satisfaction, School Organizational Support, Mediating Effect  \nAbout the Author: Shike Zhou, Jiangsu Academy of Educational Science, Nanjing 210013, China. E-mail:  \n[j](jyszsk@163.com)[yszsk@163.com](jyszsk@163.com)  \nCorrespondence to: Weihao Wang, 122 Ninghai Road, School of Educational Science, Nanjing Normal University,  \nNanjing 210097, China. E-mail:  [785091301@qq.com](785091301@qq.com)  \nFunding: This study is funded by the Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD).  \nConflict of Interests: None.  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nIntroduction  \nIN China, the educational research system is an inherent aspect of the basic educa  \ntion community, intended to support the professional development of teachers, the  \nenhancement of the quality of basic education, and the complete development of students (Shen & Yang, 2019; Liang et al., 2016) . Cheng (2014) contends that the exceptional performance of Chinese students on the Program for International Student Assessment (PISA) is attributable in part to the systematic and frequent educational research conducted by instructors, which is difficult to achieve in other nations. However, the phenomenon of“resistance to research” among instructors occurs as a result of problems produced by the excessive pursuit of rapid research findings, such as intense workload, unclear objectives, inadequate financing, and a rigid management system (Shao, 2012; Luo, 2008; Yang, 2018) . Consequently, teacher education research has become a two-edged sword. How may educational research help the job happiness of educators? Few studies have done in-depth analyses of the relationship between school or","cbCaieEiFqW0Qs7g","https://ap.wps.com/l/cbCaieEiFqW0Qs7g","pdf",561830,17,"English","# Introduction\n# A Literature Review\n## The Influence of School Organizational Support on Teachers’ Job Satisfaction","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"The study examines how school organizational support affects primary and secondary teachers’ job satisfaction, focusing on the mediating role of teachers’ engagement in educational research.\"},{\"question\":\"How is the study conducted and analyzed?\",\"answer\":\"The study uses a survey dataset from Jiangsu Province’s basic education (2020) and analyzes data from 21,154 primary and 16,585 secondary teachers. A structural equation model is applied to test relationships among variables.\"},{\"question\":\"What are the key findings regarding mediation and differences by school level?\",\"answer\":\"Teacher engagement in educational research partially mediates the link between organizational support and teacher job happiness. The impact of organizational support is stronger at the primary level than at the junior secondary level.\"}]","The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers - The Mediating Role of Teachers’ Engagement in Educational Research | PDF",1792080543,43]