AI Insight
This study of 385 primary school calligraphy teachers in Hebei Province, China, found that paternalistic leadership positively influences teacher work engagement both directly and indirectly through knowledge sharing. Supervisor support was identified as a moderating factor that strengthens the relationship between knowledge sharing and work engagement. The research applies the Job Demands-Resources model to demonstrate how culturally-specific leadership styles and collaborative practices enhance teacher motivation in specialized arts education.
Why it matters
The findings provide evidence-based guidance for school administrators in China and similar cultural contexts on how to improve teacher engagement through appropriate leadership approaches and supportive structures. This is particularly relevant for calligraphy teachers who play a unique role in cultural heritage transmission, suggesting that fostering knowledge-sharing environments with strong supervisory support can enhance retention and effectiveness in specialized teaching positions.
Understand the Science
This study examines the mechanisms through which paternalistic leadership influences work engagement among primary school calligraphy teachers in China, with a focus on the mediating role of knowledge sharing and the moderating role of supervisor support. Grounded in the Job Demands-Resources (JD-R) model, a quantitative cross-sectional survey design was employed with 385 in-service calligraphy teachers from Hebei Province. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The results reveal that paternalistic leadership has a significant positive effect on both knowledge sharing and work engagement. Knowledge sharing significantly predicts work engagement and partially mediates the relationship between paternalistic leadership and work engagement. Furthermore, supervisor support significantly moderates the relationship between knowledge sharing and work engagement, such that the positive effect of knowledge sharing on engagement is strengthened when supervisor support is high. These findings extend the application of the JD-R model to culturally specific educational contexts and highlight the importance of relational leadership, collaborative knowledge practices, and supervisory support in enhancing teacher engagement. The study provides practical implications for school administrators and policymakers seeking to support calligraphy teachers—a specialist group responsible for cultural heritage transmission—and offers insights for improving teacher motivation and professional development in arts education.