{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T11:39:13Z","timestamp":1789472353285,"version":"build-2803163510"},"reference-count":72,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T00:00:00Z","timestamp":1781568000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Teacher professional recognition is a key factor in promoting teacher professional development and improving educational quality. In reality, many teachers feel undervalued and lack the recognition and attention they deserve, and organizational support often remains superficial. Existing research has mostly focused on either organizational support or teacher competence in isolation, lacking a systematic exploration of their synergistic effects. This theoretical blind spot has limited the academic understanding of the mechanisms of teacher professional recognition and has led to school support measures that are not targeted enough to meet the real needs of teachers, potentially further weakening their sense of recognition and hindering the continuous improvement of educational quality.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>To fill this gap, this study conducted a questionnaire survey of 3,983 primary and secondary school teachers from different regions in China. Data analysis was performed using Mplus 8.0, SPSS 27.0, and Smart PLS 4.0 software.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Organizational support not only directly influences teacher professional recognition but also indirectly affects it through the parallel mediating roles of autonomous learning ability and teaching ability.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>This mechanism integrates both organizational and individual levels, indicating that organizational support can directly impact professional recognition and revealing two specific mediating paths. The first is the autonomous learning ability path, where organizational support promotes teachers\u2019 active learning and reflection. The second is the teaching ability path, where organizational support enhances teachers\u2019 teaching design and enthusiasm. These multiple paths collectively drive the deepening of teacher professional recognition. Theoretically, this study clarifies the mechanism by which organizational support influences teacher professional recognition, expands the integrated framework of organizational support theory and self-determination theory, and enriches the existing theoretical knowledge system. Practically, the study suggests that schools should establish a comprehensive support system covering policies, leadership, and colleagues, implement differentiated support strategies, and innovate evaluation and incentive mechanisms to genuinely enhance the importance placed on teachers. Future research could adopt longitudinal or experimental designs, expand sample diversity and representativeness, and integrate qualitative evidence to enhance the validity and robustness of research results.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1705446","type":"journal-article","created":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T14:43:42Z","timestamp":1781621022000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["How organizational support promotes teacher professional recognition: a perspective on teachers\u2019 autonomous learning and teaching abilities"],"prefix":"10.3389","volume":"17","author":[{"given":"Jianwen","family":"Guo","sequence":"first","affiliation":[{"name":"College of Elementary Education, Capital Normal University","place":["Beijing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Han","family":"Liu","sequence":"additional","affiliation":[{"name":"Jiaozhou No. 3 Middle School","place":["Qingdao, Shandong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jun","family":"Wang","sequence":"additional","affiliation":[{"name":"College of Education, Minzu University of China (MUC)","place":["Beijing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lihan","family":"Shen","sequence":"additional","affiliation":[{"name":"College of Education, Minzu University of China (MUC)","place":["Beijing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sihan","family":"Qin","sequence":"additional","affiliation":[{"name":"College of Education, Minzu University of China (MUC)","place":["Beijing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Wenlong","family":"Tian","sequence":"additional","affiliation":[{"name":"College of Education, Minzu University of China (MUC)","place":["Beijing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,6,16]]},"reference":[{"key":"ref1","first-page":"162","article-title":"The relationship of organizational commitment, job satisfaction, and perceived organizational support of telecommuters in the national capital region","volume":"8","author":"Aban","year":"2019","journal-title":"Rev. Integrative Business Econ. Res."},{"key":"ref2","doi-asserted-by":"publisher","first-page":"439","DOI":"10.1177\/14779714241236282","article-title":"Enhancing lifelong learning and professional growth: exploring the role of self-directed learning for university educators","volume":"30","author":"Abou Said","year":"2024","journal-title":"J. Adult Contin. Educ."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"3","DOI":"10.21449\/ijate.239562","article-title":"Development of self directed learning skills scale for pre-service science teachers","volume":"2","author":"Acar","year":"2016","journal-title":"Int. J. Assess. Tools Educ."},{"key":"ref4","doi-asserted-by":"publisher","first-page":"281","DOI":"10.1080\/0158037X.2015.1114469","article-title":"Affordances of teacher professional learning in secondary schools","volume":"38","author":"Admiraal","year":"2016","journal-title":"Stud. Contin. Educ."},{"key":"ref5","doi-asserted-by":"publisher","first-page":"23328584231179184","DOI":"10.1177\/23328584231179184","article-title":"Do teachers feel valued in society? Occupational value of the teaching profession in OECD countries","volume":"9","author":"Akiba","year":"2023","journal-title":"AERA Open"},{"key":"ref6","doi-asserted-by":"publisher","first-page":"105221","DOI":"10.1016\/j.tate.2025.105221","article-title":"Developing colleagues through recognition: the role of international award-winning teachers in professional growth in t\u00fcrkiye","volume":"168","author":"Akinlar","year":"2025","journal-title":"Teach. Teach. Educ."},{"key":"ref7","doi-asserted-by":"publisher","first-page":"240","DOI":"10.1111\/flan.12311","article-title":"Teacher leadership and the advancement of teacher agency","volume":"51","author":"Allen","year":"2018","journal-title":"Foreign Lang. Ann."},{"key":"ref8","doi-asserted-by":"publisher","first-page":"7","DOI":"10.22492\/ije.8.4.01","article-title":"Study of NIS teachers\u2019 perceptions of teacher professionalism in Kazakhstan","volume":"8","author":"Amirova","year":"2020","journal-title":"IAFOR J. Educ."},{"key":"ref9","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.tate.2012.08.001","article-title":"A dynamic integrated approach to teacher professional development: impact and sustainability of the effects on improving teacher behaviour and student outcomes","volume":"29","author":"Antoniou","year":"2013","journal-title":"Teach. Teach. Educ."},{"key":"ref10","doi-asserted-by":"publisher","first-page":"159","DOI":"10.1007\/s11031-019-09809-2","article-title":"Towards a wider conception of autonomy support in adolescence: the contribution of reflective inner-compass facilitation to the formation of an authentic inner compass and well-being","volume":"44","author":"Assor","year":"2020","journal-title":"Motiv. Emot."},{"key":"ref11","doi-asserted-by":"publisher","first-page":"101919","DOI":"10.1016\/j.econedurev.2019.101919","article-title":"An experimental evaluation of three teacher quality measures: value-added, classroom observations, and student surveys","volume":"73","author":"Bacher-Hicks","year":"2019","journal-title":"Econ. Educ. Rev."},{"key":"ref12","doi-asserted-by":"crossref","first-page":"241","DOI":"10.2307\/2093465","article-title":"Status characteristics and social interaction","volume":"37","author":"Berger","year":"1972","journal-title":"Am. Sociol. Rev."},{"key":"ref13","doi-asserted-by":"publisher","first-page":"287","DOI":"10.1108\/09578231211223310","article-title":"The importance of teachers\u2019 perceived organizational support to job satisfaction: what\u2019s empowerment got to do with it?","volume":"50","author":"Bogler","year":"2012","journal-title":"J. Educ. Adm."},{"key":"ref14","doi-asserted-by":"publisher","first-page":"100757","DOI":"10.1016\/j.edurev.2025.100757","article-title":"Professional learning of late-career teachers: a systematic literature review","volume":"50","author":"Brouhier","year":"2026","journal-title":"Educ. Res. Rev."},{"key":"ref15","doi-asserted-by":"publisher","first-page":"314","DOI":"10.1177\/00224871211070778","article-title":"Taking back teaching: the professionalization work of teacher activist organizations","volume":"73","author":"Carl","year":"2022","journal-title":"J. Teach. Educ."},{"key":"ref16","doi-asserted-by":"publisher","first-page":"2810","DOI":"10.1002\/berj.4202","article-title":"Growing in organisations: the multifaceted effects of organisational support on teachers\u2019 digital literacy","volume":"51","author":"Chen","year":"2025","journal-title":"Br. Educ. Res. J."},{"key":"ref17","doi-asserted-by":"publisher","DOI":"10.1186\/s40359-026-04592-5","article-title":"Motivation stimulation and continuous learning behavior in teacher digital literacy cultivation: a self-determination theory perspective","author":"Chen","year":"2026","journal-title":"BMC Psychol."},{"key":"ref18","volume-title":"Statistical power Analysis for the Behavioral Sciences","author":"Cohen","year":"1988"},{"key":"ref19","doi-asserted-by":"publisher","first-page":"378","DOI":"10.3102\/0013189X16659442","article-title":"Building a more complete understanding of teacher evaluation using classroom observations","volume":"45","author":"Cohen","year":"2016","journal-title":"Educ. Res."},{"key":"ref20","doi-asserted-by":"publisher","first-page":"1155","DOI":"10.1080\/14719037.2021.1893801","article-title":"How does organizational sustainability foster public service motivation and job satisfaction? The mediating role of organizational support and societal impact potential","volume":"24","author":"Crucke","year":"2022","journal-title":"Public Manag. Rev."},{"key":"ref21","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1080\/0158037X.2018.1520697","article-title":"The relationship between job demands, job resources and teachers\u2019 professional learning: is it explained by self-determination theory?","volume":"42","author":"de Jansen Wal","year":"2020","journal-title":"Stud. Contin. Educ."},{"key":"ref22","doi-asserted-by":"crossref","first-page":"227","DOI":"10.1207\/S15327965PLI1104_01","article-title":"The \u201cwhat\u201d and \u201cwhy\u201d of goal pursuits: human needs and the self-determination of behavior","volume":"11","author":"Deci","year":"2000","journal-title":"Psychol. Inq."},{"key":"ref23","doi-asserted-by":"publisher","first-page":"182","DOI":"10.1037\/a0012801","article-title":"Self-determination theory: a macrotheory of human motivation, development, and health","volume":"49","author":"Deci","year":"2008","journal-title":"Can. Psychol.\/Psychol. Can."},{"key":"ref24","doi-asserted-by":"publisher","first-page":"50","DOI":"10.16398\/j.cnki.jbjieissn1008-228x.2023.06.007","article-title":"New teachers\u2019 professional competency at primary and secondaryschools and its promotion pathway: an analysis based on the surveyof4526teachers in Beijing","volume":"37","author":"Di","year":"2023","journal-title":"J. Beijing Inst. Educ."},{"key":"ref25","doi-asserted-by":"crossref","first-page":"500","DOI":"10.1037\/0021-9010.71.3.500","article-title":"Perceived organizational support","volume":"71","author":"Eisenberger","year":"1986","journal-title":"J. Appl. Psychol."},{"key":"ref26","doi-asserted-by":"publisher","first-page":"101","DOI":"10.1146\/annurev-orgpsych-012119-044917","article-title":"Perceived organizational support: why caring about employees counts","volume":"7","author":"Eisenberger","year":"2020","journal-title":"Annu. Rev. Organ. Psych. Organ. Behav."},{"key":"ref27","doi-asserted-by":"publisher","first-page":"219","DOI":"10.1016\/j.tate.2005.09.002","article-title":"Contexts which shape and reshape new teachers\u2019 identities: a multi-perspective study","volume":"22","author":"Flores","year":"2006","journal-title":"Teach. Teach. Educ."},{"key":"ref28","doi-asserted-by":"crossref","first-page":"52","DOI":"10.1080\/00220671.1989.10885929","article-title":"Effects of teacher rewards on recognition and job enrichment","volume":"83","author":"Frase","year":"1989","journal-title":"J. Educ. Res."},{"key":"ref29","doi-asserted-by":"publisher","first-page":"331","DOI":"10.1002\/job.322","article-title":"Self-determination theory and work motivation","volume":"26","author":"Gagn\u00e9","year":"2005","journal-title":"J. Organ. Behav."},{"key":"ref30","doi-asserted-by":"publisher","first-page":"139","DOI":"10.2753\/MTP1069-6679190202","article-title":"PLS-SEM: indeed a silver bullet","volume":"19","author":"Hair","year":"2011","journal-title":"J. Mark. Theory Pract."},{"key":"ref31","doi-asserted-by":"publisher","first-page":"2","DOI":"10.1108\/EBR-11-2018-0203","article-title":"When to use and how to report the results of PLS-SEM","volume":"31","author":"Hair","year":"2019","journal-title":"Eur. Bus. Rev."},{"key":"ref32","doi-asserted-by":"publisher","first-page":"761106","DOI":"10.3389\/fpsyg.2021.761106","article-title":"Chinese university EFL teachers\u2019 perceived support, innovation, and teaching satisfaction in online teaching environments: the mediation of teaching efficacy","volume":"12","author":"Han","year":"2021","journal-title":"Front. Psychol."},{"key":"ref33","doi-asserted-by":"publisher","first-page":"115","DOI":"10.1007\/s11747-014-0403-8","article-title":"A new criterion for assessing discriminant validity in variance-based structural equation modeling","volume":"43","author":"Henseler","year":"2015","journal-title":"J. Acad. Mark. Sci."},{"key":"ref34","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1080\/10705519909540118","article-title":"Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives","volume":"6","author":"Hu","year":"1999","journal-title":"Struct. Equ. Model. Multidiscip. J."},{"key":"ref35","first-page":"92","article-title":"How does organizational support influence Chinese returnee teachers\u2019 academic innovative behavior:An Empirical Study Based on Self-Determination Theory","volume":"40","author":"Hualing","year":"2024","journal-title":"Mod. Univ. Educ."},{"key":"ref36","doi-asserted-by":"publisher","first-page":"7113","DOI":"10.3390\/su17157113","article-title":"Reconciling teaching and research tensions: a sustainability framework for expert teacher development in research intensive universities","volume":"17","author":"Huang","year":"2025","journal-title":"Sustainability"},{"key":"ref37","doi-asserted-by":"publisher","first-page":"291","DOI":"10.18662\/rrem\/214","article-title":"Professional honor in the pedagogical activity of the future teacher","volume":"12","author":"Ivanchuk","year":"2020","journal-title":"EBSCOhost"},{"key":"ref38","doi-asserted-by":"publisher","first-page":"807","DOI":"10.1177\/0018726700536003","article-title":"The relationship between job and life satisfaction: evidence from a remote mining community","volume":"53","author":"Iverson","year":"2000","journal-title":"Hum. Relat."},{"key":"ref39","doi-asserted-by":"publisher","first-page":"900835","DOI":"10.3389\/fpsyg.2022.900835","article-title":"The relationship between preschool inclusive education teachers\u2019 organizational support and work engagement: the mediating role of teacher self-efficacy","volume":"13","author":"Jiao","year":"2022","journal-title":"Front. Psychol."},{"key":"ref40","doi-asserted-by":"publisher","first-page":"59","DOI":"10.16697\/j.cnki.xdjygl.2018.06.012","article-title":"The obstruction and reshaping of teacher professional development from the professional learning community","author":"Jing","year":"2018","journal-title":"Mod. Educ. Manag."},{"key":"ref41","first-page":"79","article-title":"Organizational-pedagogical conditions for the preparation of future primary school teachers for self-learning","volume":"35","author":"Kenesbekova","year":"2019","journal-title":"Opci\u00f3n Rev. Cienc. Hum. Soc."},{"key":"ref42","doi-asserted-by":"publisher","first-page":"898","DOI":"10.12688\/f1000research.168344.1","article-title":"Quantitative evidence of perceived organizational support and employee job satisfaction of teachers in government-aided primary schools in Bushenyi district, Uganda","volume":"14","author":"Kiiza","year":"2025","journal-title":"F1000Res."},{"key":"ref43","doi-asserted-by":"publisher","first-page":"805","DOI":"10.1037\/a0032583","article-title":"Professional competence of teachers: effects on instructional quality and student development","volume":"105","author":"Kunter","year":"2013","journal-title":"J. Educ. Psychol."},{"key":"ref44","doi-asserted-by":"publisher","first-page":"14","DOI":"10.1186\/s40359-024-02324-1","article-title":"Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction","volume":"13","author":"Li","year":"2025","journal-title":"BMC Psychol."},{"key":"ref45","doi-asserted-by":"publisher","first-page":"226","DOI":"10.1177\/0022487108317020","article-title":"Teacher learning: the key to educational reform","volume":"59","author":"Lieberman","year":"2008","journal-title":"J. Teach. Educ."},{"key":"ref46","doi-asserted-by":"publisher","first-page":"675","DOI":"10.1007\/s10643-021-01182-5","article-title":"Early childhood teachers\u2019 self-efficacy and professional support predict work engagement","volume":"50","author":"Lipscomb","year":"2022","journal-title":"Early Childhood Educ. J."},{"key":"ref47","doi-asserted-by":"crossref","first-page":"97692","DOI":"10.34117\/bjdv6n12-312","article-title":"Profissionalidade docente: Saber e busca de reconhecimento","volume":"6","author":"Marques","year":"2020","journal-title":"Braz. J. Dev."},{"key":"ref48","first-page":"325","volume-title":"Current situation on exam-oriented education in China and the outlook for quality-oriented education","author":"Meng","year":"2021"},{"key":"ref49","doi-asserted-by":"crossref","first-page":"547","DOI":"10.1007\/978-3-658-19312-6_43","article-title":"Professionalisierung, professionalit\u00e4t und professionalisierbarkeit","volume-title":"Handbuch berufsbildung","author":"Meyer","year":"2020"},{"key":"ref50","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1080\/19415257.2018.1486877","article-title":"Supporting professional learning: the work of Canadian teachers\u2019 organizations","volume":"45","author":"Osmond-Johnson","year":"2019","journal-title":"Prof. Dev. Educ."},{"key":"ref51","doi-asserted-by":"publisher","first-page":"623","DOI":"10.3390\/su14020623","article-title":"Perceived organizational support and career satisfaction among Chinese teachers: the mediation effects of job crafting and work engagement during COVID-19","volume":"14","author":"Oubibi","year":"2022","journal-title":"Sustainability"},{"key":"ref52","doi-asserted-by":"publisher","first-page":"62","DOI":"10.1016\/j.tate.2013.05.003","article-title":"Reducing teacher burnout: a socio-contextual approach","volume":"35","author":"Pietarinen","year":"2013","journal-title":"Teach. Teach. Educ."},{"key":"ref53","doi-asserted-by":"publisher","first-page":"879","DOI":"10.1037\/0021-9010.88.5.879","article-title":"Common method biases in behavioral research: a critical review of the literature and recommended remedies","volume":"88","author":"Podsakoff","year":"2003","journal-title":"J. Appl. Psychol."},{"key":"ref54","doi-asserted-by":"publisher","first-page":"278","DOI":"10.1080\/10476210.2018.1465035","article-title":"Fostering teachers\u2019 autonomous motivation during professional learning: a self-determination theory perspective","volume":"30","author":"Power","year":"2019","journal-title":"Teach. Educ."},{"key":"ref55","first-page":"38","article-title":"The impact of high-performance work system on employee behavior: a social exchange perspective and the moderating role of procedural justice","volume":"16","author":"Rentao","year":"2013","journal-title":"Nankai Bus. Rev."},{"key":"ref56","doi-asserted-by":"publisher","first-page":"698","DOI":"10.1037\/0021-9010.87.4.698","article-title":"Perceived organizational support: a review of the literature","volume":"87","author":"Rhoades","year":"2002","journal-title":"J. Appl. Psychol."},{"key":"ref57","doi-asserted-by":"publisher","first-page":"1951","DOI":"10.1080\/19415257.2024.2351947","article-title":"Teacher professional development (TPD) in Ghana: constraints and solutions","volume":"51","author":"Salifu","year":"2025","journal-title":"Prof. Dev. Educ."},{"key":"ref58","doi-asserted-by":"publisher","first-page":"103142","DOI":"10.1016\/j.ijedudev.2024.103142","article-title":"Enhancing teacher status in Kazakhstan: the role of school leaders and policy support","volume":"110","author":"Sarmurzin","year":"2024","journal-title":"Int. J. Educ. Dev."},{"key":"ref59","doi-asserted-by":"publisher","first-page":"534","DOI":"10.1080\/09243453.2016.1189437","article-title":"Teachers\u2019 capacity for organizational learning: the effects of school culture and context","volume":"27","author":"Seashore Louis","year":"2016","journal-title":"Sch. Eff. Sch. Improv."},{"key":"ref60","first-page":"232","volume-title":"Samoobrazovanie i Usovershenstvovanie Podgotovki Studentov [Self-Education and Improving the Training of Students]","author":"Serikov","year":"1991"},{"key":"ref61","first-page":"64","article-title":"On teacher\u2019s teaching abilities","volume":"1","author":"Shen","year":"2000","journal-title":"J. Beijing Normal University (Social Sciences)"},{"key":"ref62","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1177\/016146811812000702","article-title":"Do organizational supports for math instruction improve the quality of beginning teachers\u2019 instruction?","volume":"120","author":"Smith","year":"2018","journal-title":"Teach. Coll. Rec.: Voice ScholarshEduc."},{"key":"ref63","doi-asserted-by":"publisher","first-page":"e3473","DOI":"10.1002\/rev3.3473","article-title":"Educators\u2019 invisible labour: a systematic review","volume":"12","author":"Staudt Willet","year":"2024","journal-title":"Rev. Educ."},{"key":"ref64","doi-asserted-by":"publisher","first-page":"617","DOI":"10.1080\/13540602.2023.2284411","article-title":"The interrelation between teachers\u2019 sense of professional agency and perceived professional recognition: five-year follow-up study of finnish teachers","volume":"30","author":"Sullanmaa","year":"2024","journal-title":"Teach. Teach."},{"key":"ref65","doi-asserted-by":"publisher","first-page":"100767","DOI":"10.1016\/j.hrmr.2020.100767","article-title":"Considering strengths use in organizations as a multilevel construct","volume":"32","author":"van Woerkom","year":"2022","journal-title":"Hum. Resour. Manage. R."},{"key":"ref66","doi-asserted-by":"publisher","first-page":"1042838","DOI":"10.3389\/fpsyg.2022.1042838","article-title":"An evidence-based study on the current status of Chinese secondary school mathematics teachers\u2019 autonomous learning capacity across demographic and contextual factors","volume":"13","author":"Wang","year":"2022","journal-title":"Front. Psychol."},{"key":"ref67","doi-asserted-by":"publisher","first-page":"590","DOI":"10.1037\/0021-9010.87.3.590","article-title":"The role of fair treatment and rewards in perceptions of organizational support and leader-member exchange","volume":"87","author":"Wayne","year":"2002","journal-title":"J. Appl. Psychol."},{"key":"ref68","doi-asserted-by":"publisher","first-page":"25","DOI":"10.1186\/s12909-023-04876-z","article-title":"The state of health professions students\u2019 self-directed learning ability during online study and the factors that influence it","volume":"24","author":"Xu","year":"2024","journal-title":"BMC Med. Educ."},{"key":"ref69","doi-asserted-by":"publisher","first-page":"290","DOI":"10.13718\/j.cnki.xdsk.2025.03.022","article-title":"Effect of organizational support perception on the turnover tendency of primary and secondary school teachers:the mediating role of occupational adaptation and the moderating role of social capital","volume":"51","author":"Yao","year":"2025","journal-title":"J. Southwest University(Social Sciences Edition)"},{"key":"ref70","doi-asserted-by":"publisher","first-page":"140","DOI":"10.1016\/j.tate.2018.09.002","article-title":"Facilitating professional learning communities in China: do leadership practices and faculty trust matter?","volume":"76","author":"Yin","year":"2018","journal-title":"Teach. Teach. Educ."},{"key":"ref71","doi-asserted-by":"publisher","first-page":"1657911","DOI":"10.3389\/fpsyg.2025.1657911","article-title":"Teacher professional identity on work engagement: the moderating roles of ego-resilience and perceived organizational support","volume":"16","author":"Yu","year":"2025","journal-title":"Front. Psychol."},{"key":"ref72","doi-asserted-by":"publisher","first-page":"60","DOI":"10.3991\/ijet.v17i11.32031","article-title":"Correlations between teaching and scientific research ability and professional development of college teachers","volume":"17","author":"Zhou","year":"2022","journal-title":"Int. J. Emerg. Technol. Learn. (iJET)"}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1705446\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T14:45:08Z","timestamp":1781621108000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1705446\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,6,16]]},"references-count":72,"alternative-id":["10.3389\/fpsyg.2026.1705446"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1705446","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,6,16]]},"article-number":"1705446"}}