Parenting Journal · Volume 2 · Issue 4 · Licensed source edition
Perceived organizational support and family–school collaboration among kindergarten teachers: job satisfaction as a mediator and occupational commitment as a moderator
Originally published 2026-06-25 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2026.1798098 ↗
Editorial reading guide · Collaboration
What support do teachers need to make collaboration with families possible?
Teachers' accounts connect organizational support and their experience of collaborating with families. A parent–school partnership can depend on conditions at work as well as individual willingness.
Who was studied?
1,312 kindergarten teachers recruited through convenience sampling in China.
Age / stage: Kindergarten years
Read with three questions
- Did families also assess the quality of the partnership?
- Which measures came from the same participant, and which had an independent source?
- Where do children, families and educators each have a voice in the evidence?
Keep the limits in view
A cross-sectional account measures variables in the same period. It cannot establish which came first; participants reporting more than one measure may also introduce shared reporting bias.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Tengteng Li; Yantao Shi; Lianhai Shi (2026). Perceived organizational support and family–school collaboration among kindergarten teachers: job satisfaction as a mediator and occupational commitment as a moderator Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1798098
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.