Relationship Between Total Rewards Perceptions and Work Engagement Among Chinese Kindergarten Teachers: Organizational Identification as a Mediator.

Dongying Ji,Li Cui

doi:10.3389/fpsyg.2021.648729

Dongying Ji, Li Cui

Open Access

https://doi.org/10.3389/fpsyg.2021.648729

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Abstract

Kindergarten teachers' engagement in work is influenced by many factors. Total rewards perceptions, as an individual's evaluation of the rewards provided by the organization, may promote work engagement when it can meet their intrinsic and extrinsic work demands. To explore the relationship between kindergarten teachers' total rewards perceptions and work engagement, and the mediating role of organizational identification, a survey was conducted among 1,014 kindergarten teachers applying the Chinese versions of the Total Rewards Perceptions Scale for Kindergarten Teacher, Kindergarten Teacher Organizational Identification Scale, and Kindergarten Teacher Work Engagement Scale. The results showed that kindergarten teachers' total rewards perceptions and its four factors were positively correlated with organizational identification and work engagement. Organizational identification was positively related to work engagement. Organizational identification partially mediated the relationship between total rewards perception and work engagement among kindergarten teachers. We discussed the result of the relationship between total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers.

Highlights

In the past decades, there has been a growing interest in work engagement as research found that engagement is related to meaningful outcomes (Soares and Mosquera, 2019)
Four factors of total rewards perceptions were positively related to work engagement (WLBP, r = 0.59, p < 0.01; development and career opportunity perceptions (DCOP), r = 0.61, p < 0.01; working conditions perceptions (WCP), r = 0.40, p < 0.01; wage level perceptions (WLP), r = 0.58, p < 0.01) and organizational identification (WLBP, r = 0.22, p < 0.01; DCOP, r = 0.26, p < 0.01; WCP, r = 0.28, p < 0.01; WLP, r = 0.28, p < 0.01)
The present study examined the correlation among total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers

Summary

Introduction

There has been a growing interest in work engagement as research found that engagement is related to meaningful outcomes (Soares and Mosquera, 2019). Previous studies have shown that levels of teachers’ work engagement have a strong influence over job performance, intention to quit teaching, and academic achievement of their students (Roth et al, 2007; Bakker et al, 2008; Duckworth et al, 2009). The teachers’ behavior, belief, and emotional dimension are related to the results obtained by the students (Perera et al, 2018). Total Rewards Perceptions and Work Engagement and teach children between the ages of three and six. This requires them to devote more energy to cultivating and supporting children’s social, emotional, and academic development (Coplan et al, 2015; Stasio et al, 2020)

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