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

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.