Mindfulness,Social Skills,Perceived Organizational Support,and Work Engagement: A Serial Mediation Study Among Primary and Secondary School Teachers in China

Ample empirical evidence demonstrates the beneficial effects of mindfulness on individuals’ physical and psychological well-being. Although prior research has established a positive association between mindfulness and work engagement, the underlying mechanisms—particularly how mindfulness enhances social and environmental interactions, which in turn foster work engagement—remain insufficiently understood. This study examines the sequential mediating roles of social skills and perceived organizational support (POS) in linking mindfulness to work engagement among primary and secondary school teachers. Using convenience sampling, we collected data from 324 Chinese primary and secondary school teachers via an online survey measuring mindfulness (MAAS), work engagement (UWES-9), social skills (SKS), and POS (POSS-SV). After data cleaning, 285 valid responses were retained (85.26% female). Results indicated a significant positive association between mindfulness and work engagement (β = 0.12, p = .038). Mediation analyses revealed that both social skills and POS independently mediated this relationship. Moreover, a sequential mediation model confirmed that social skills and POS functioned as serially linked mediators between mindfulness and work engagement. These findings highlight the importance of social skills and organizational support in enhancing work engagement, suggesting interventions aimed at promoting mindfulness, social skills, and organizational support may be effective in increasing work engagement among teachers. Future research should further investigate the dynamic interplay between social skills and perceived organizational support (POS), as well as the broader impacts of mindfulness on interpersonal relationships and professional functioning in educational settings. Building upon these theoretical foundation, corresponding intervention techniques should be developed and implemented to more effectively address teacher-related issues in the field of education.