Scholarlink

<p>The development of teachers’ career calling is a process of transitioning from perceiving a calling to living a calling. Understanding the mechanisms that drive this shift from perceiving to living a calling holds significant importance for advancing teacher development and improving educational outcomes worldwide. This study aimed to explore the relationship between perceiving a calling and living a calling among teachers. Using a cross-sectional design, high school teachers participated, from whom valid data were collected from 628. The data were collected via questionnaire. The results of multiple linear regression analysis showed that perceiving a calling positively predicted living a calling, and career commitment mediated the relationship between perceiving a calling and living a calling. Meanwhile, perceived organizational support moderated the relationship between perceiving a calling and career commitment. The results of this study could advance the understanding of how perceiving a calling translates into living a calling, and provide theoretical support for teachers to develop training strategies.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The relationship between perceiving a calling and living a calling among teachers in China: the mediating role of career commitment and the moderating role of perceived organizational support

  • 期刊论文

  • 发表日期：

    2026年4月28日

查看全文
  • Weiwei Shang,
  • Jianxin Wang,
  • Yilin He,
  • Yazhen Li

摘要

The development of teachers’ career calling is a process of transitioning from perceiving a calling to living a calling. Understanding the mechanisms that drive this shift from perceiving to living a calling holds significant importance for advancing teacher development and improving educational outcomes worldwide. This study aimed to explore the relationship between perceiving a calling and living a calling among teachers. Using a cross-sectional design, high school teachers participated, from whom valid data were collected from 628. The data were collected via questionnaire. The results of multiple linear regression analysis showed that perceiving a calling positively predicted living a calling, and career commitment mediated the relationship between perceiving a calling and living a calling. Meanwhile, perceived organizational support moderated the relationship between perceiving a calling and career commitment. The results of this study could advance the understanding of how perceiving a calling translates into living a calling, and provide theoretical support for teachers to develop training strategies.