Perceived organisational support to increase teachers' commitment and performance through work engagement: a case study of an Indonesian vocational school

Abstract

Most research on Indonesian vocational schools has analysed the link and match between curriculum and student competence. However, little attention has been paid to the role of educators in education. This study analysed (1) how perceived organisational support positively affects affective commitment and job performance of vocational teachers; and (2) work engagement as a mediator in the relationship between perceived organisational support and two endogenous variables, affective commitment and job performance. Data were obtained from all teachers (N = 60) in a vocational school that the Government of Indonesia has selected as one of the school revitalisation models. The study of data using Partial Least Squares - Structural Equation Modelling (PLS-SEM) revealed perceived organisational support directly affects affective commitment and job performance and indirectly through work engagement. The findings contribute to the research area of school management. Schools can use the results as guidance to improve teachers' commitment and performance.