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      How perceived school culture relates to work engagement among primary and secondary school teachers? Roles of affective empathy and job tenure

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          Abstract

          Evidence suggests that perceived school culture is the most powerful predictor of teachers’ work performance. However, studies to date have paid little attention to the potential mechanisms behind this association. On the basis of the job demands–resources (JD–R) model, the present study explored the mediating role of affective empathy and the moderating role of job tenure in the association between perceived school culture and teachers’ work engagement. 647 primary and secondary school teachers completed questionnaires measuring perceived school culture, affective empathy, and work engagement. After gender and educational level were included as covariates, the results showed that perceived school culture positively correlated with teachers’ work engagement, and more importantly, this association was partially mediated by affective empathy. In addition, job tenure significantly moderated the direct association between perceived school culture and work engagement. Specifically, there was a stronger association between perceived school culture and work engagement for teachers with shorter job tenure than those with longer job tenure. The findings suggested the direct effect of perceived school culture on work engagement, and the indirect effect of perceived school culture on work engagement through the mediating role of affective empathy. These findings enrich our understanding of how perceived school culture associates with work engagement, and highlight the moderating role of job tenure in the direct association between perceived school culture and work engagement.

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          Most cited references117

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          Self-Reports in Organizational Research: Problems and Prospects

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            The Measurement of Work Engagement With a Short Questionnaire: A Cross-National Study

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              The functional architecture of human empathy.

              Empathy accounts for the naturally occurring subjective experience of similarity between the feelings expressed by self and others without loosing sight of whose feelings belong to whom. Empathy involves not only the affective experience of the other person's actual or inferred emotional state but also some minimal recognition and understanding of another's emotional state. In light of multiple levels of analysis ranging from developmental psychology, social psychology, cognitive neuroscience, and clinical neuropsychology, this article proposes a model of empathy that involves parallel and distributed processing in a number of dissociable computational mechanisms. Shared neural representations, self-awareness, mental flexibility, and emotion regulation constitute the basic macrocomponents of empathy, which are underpinned by specific neural systems. This functional model may be used to make specific predictions about the various empathy deficits that can be encountered in different forms of social and neurological disorders.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                11 August 2022
                2022
                : 13
                : 878894
                Affiliations
                [1] 1School of Education, Minzu University of China , Beijing, China
                [2] 2School of Education Science, Guangxi Minzu University , Nanning, China
                [3] 3Education Center for Mental Health, Guangxi Minzu University , Nanning, China
                [4] 4School of Foreign Languages, Renmin University of China , Beijing, China
                [5] 5School of Information Science and Engineering, Yanshan University , Qinhuangdao, China
                Author notes

                Edited by: Anja I. Lehmann, University of Zürich, Switzerland

                Reviewed by: Chienchung Huang, Rutgers, The State University of New Jersey, United States; Lauren P. Bailes, University of Delaware, United States

                *Correspondence: Mingkun Ouyang, ong_ouyang116@ 123456vip.163.com

                These authors have contributed equally to this work and share first authorship

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.878894
                9407979
                b2f1d72e-5967-4ae9-930d-fa3198d59c24
                Copyright © 2022 Fu, Zhao, Wang, Ouyang, Mao, Cai and Tan.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 18 February 2022
                : 18 July 2022
                Page count
                Figures: 3, Tables: 3, Equations: 0, References: 117, Pages: 15, Words: 10713
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                job engagement,affective empathy,primary and secondary school teachers,perceived school culture,job tenure

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