The Moderating Role of Perceived Organisational Support on the Relationship Between Career Calling and Work Engagement Among Higher Vocational Teachers in China

Jingwen Xie; Oscar Dousin

doi:10.47297/wspchrmWSP2040-800507.20261701

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The Moderating Role of Perceived Organisational Support on the Relationship Between Career Calling and Work Engagement Among Higher Vocational Teachers in China

Volume 17, Issue 1

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The Moderating Role of Perceived Organisational Support on the Relationship Between Career Calling and Work Engagement Among Higher Vocational Teachers in China
The Moderating Role of Perceived Organisational Support on the Relationship Between Career Calling and Work Engagement Among Higher Vocational Teachers in China
1.Liuzhou City Vocational College, Liuzhou Guangxi, China
2.Faculty of Business, Economics and Accountancy, University Malaysia Sabah, Kota Kinabalu, Malaysia
Vol. 17, Issue 1, Pages: 120-136(2026)
Published：30 March 2026
DOI：10.47297/wspchrmWSP2040-800507.20261701
Accepted：

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Xie Jingwen,Dousin Oscar.The Moderating Role of Perceived Organisational Support on the Relationship Between Career Calling and Work Engagement Among Higher Vocational Teachers in China[J].Journal of Chinese Human Resources Management,2026,17(01):120-136.
DOI：

Xie Jingwen,Dousin Oscar.The Moderating Role of Perceived Organisational Support on the Relationship Between Career Calling and Work Engagement Among Higher Vocational Teachers in China[J].Journal of Chinese Human Resources Management,2026,17(01):120-136. DOI： 10.47297/wspchrmWSP2040-800507.20261701.

摘要

Abstract

With the rapid development of higher vocational education in China and the implementation of the High-Quality Vocational Colleges and Major Construction Plan

many teachers are experiencing increased workloads

limited professional growth

and insufficient recognition. These challenges have diminished their motivation and present a critical issue for college management: how to effectively inspire and retain passionate

committed faculty. This study aims to investigate the relationship between career calling and work engagement among higher vocational teachers in China

with particular attention to the moderating role of perceived organisational support. While existing literature has explored teacher motivation and engagement broadly

there is a notable gap in understanding how intrinsic vocational values—such as career calling—interact with organisational factors to shape engagement in the specific context of Chinese vocational colleges. Drawing upon the Job Demands–Resources (JD-R) model

a quantitative methodology was employed

using a structured questionnaire survey administered to 300 teachers across multiple higher vocational education. The findings reveal that the three dimensions of career calling exert a positive influence on work engagement among higher vocational teachers. Moreover

perceived organisational support functions as an external resource that amplifies this relationship by strengthening employees' intrinsic motivation and affective commitment. These results suggest that teachers with a strong sense of career calling are more likely to be engaged in their work

particularly when they perceive high levels of support from their organisation. This study offers a theoretical contribution by extending the Job Demands–Resources (JD-R) model to the context of Chinese vocational education

highlighting the interplay between intrinsic and extrinsic factors in shaping teacher engagement. Practically

it provides actionable insights for college administrators seeking to enhance teacher engagement through the cultivation of supportive organisational environments and meaningful career development pathways. However

the cross-sectional data obtained through the questionnaire survey method in this study has limitations. Future researchers are encouraged to utilise a mixed-methods research technique

integrating questionnaire surveys and comprehensive interviews according to the research environment.

关键词

Keywords

references

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