LAUSR

This study examined meaningful work and vocational identity influences on the relationship between perceived family supportive supervisor behaviour (FSSB) and career satisfaction among educators. Participants were a convenience sample of 492 public school teachers from eight secondary schools in China. They completed self-report measures on their perceived FSSB, meaningful work, vocational identity, and career satisfaction. Structural equation modelling and multiple mediation analysis indicated both meaningful work and vocational identity mediated the relationship between perceived FSSB and career satisfaction. Specifically, high FSSB predicted high scores on the meaningful work and vocational identity, which in turn were positively associated with career satisfaction. Findings suggest a need for school supervisors to engage in FSSB to enhance teachers’ meaningful work, vocational identity, and career satisfaction.