Authors
Yu Yang, Lydia Yoke Yean Foong, Xiangna Zhang, Baihui Wang, Fan Yang
Published in
Frontiers in psychology. Volume 17. Pages 1821998. Epub Jul 20, 2026.
Abstract
This study examines the mechanisms through which paternalistic leadership influences work engagement among primary school calligraphy teachers in China, with a focus on the mediating role of knowledge sharing and the moderating role of supervisor support. Grounded in the Job Demands-Resources (JD-R) model, a quantitative cross-sectional survey design was employed with 385 in-service calligraphy teachers from Hebei Province. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The results reveal that paternalistic leadership has a significant positive effect on both knowledge sharing and work engagement. Knowledge sharing significantly predicts work engagement and partially mediates the relationship between paternalistic leadership and work engagement. Furthermore, supervisor support significantly moderates the relationship between knowledge sharing and work engagement, such that the positive effect of knowledge sharing on engagement is strengthened when supervisor support is high. These findings extend the application of the JD-R model to culturally specific educational contexts and highlight the importance of relational leadership, collaborative knowledge practices, and supervisory support in enhancing teacher engagement. The study provides practical implications for school administrators and policymakers seeking to support calligraphy teachers-a specialist group responsible for cultural heritage transmission-and offers insights for improving teacher motivation and professional development in arts education.
PMID:
42548769
Bibliographic data and abstract were imported from PubMed on 04 Aug 2026.
Read full publication at:
Please sign in
to see all details.
Advertisement
Stats
- Recommendations n/a n/a positive of 0 vote(s)
- Views 10
- Comments 0