Email this article Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers
), Miftakhul Huda(2), Arief Cahyo Utomo(3), Gallant Karunia Assidik(4), Mahaliza Mansor(5), Hanifah Tria Intan Jelita(6), Alifa Salsabila(7), Salma Rahmadhani Puspita Sari(8)
| 
Country:
(1) Department of Accounting Education, Universitas Muhammadiyah Surakarta, Indonesia
(2) Department of Indonesian Language and Literature Education, Universitas Muhammadiyah Surakarta, Indonesia
(3) Department of Elementary Education, Universitas Muhammadiyah Surakarta, Indonesia
(4) Department of Indonesian Language and Literature Education, Universitas Muhammadiyah Surakarta, Indonesia
(5) Department of Educational Management, Universiti Pendidikan Sultan Idris, Malaysia
(6) Department of Accounting Education, Universitas Muhammadiyah Surakarta, Indonesia
(7) Department of Accounting Education, Universitas Muhammadiyah Surakarta, Indonesia
(8) Department of Accounting Education, Universitas Muhammadiyah Surakarta, Indonesia
Corresponding Author
This study aims to analyze the prediction of social support role on rural teaching commitment (RTC), with learning engagement as a mediator. The study involved 350 prospective teachers at the undergraduate and professional teacher education (PPG) levels in Indonesia. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. The results showed that the majority of respondents had moderate levels of social support, learning engagement, and RTC. Specific findings indicate that emotional support is the most fundamental social support item in forming engagement. The PLS-SEM analysis confirmed the prediction that learning engagement functions as a strong partial mediator. Although social support contributes directly to teaching commitment in remote areas, its influence becomes even more significant when mediated by learning engagement, namely vigor, dedication, and absorption. However, the current RTC component remains dominated by the normative aspect (obligation), indicating a risk of low teacher retention. This study concludes that teacher placement policies cannot rely solely on administrative and normative approaches; they must integrate strengthening the basic capital within prospective teachers with a conducive school and community environment to create a sustainable commitment in rural areas of Indonesia. Furthermore, this study highlights the need for curriculum reform in both undergraduate teacher education and professional teacher education programs. These curricula should be deliberately designed to internalize key dimensions such as social support, learning engagement, and long-term teaching commitment. This can be achieved by integrating structured learning experiences, including community-based teaching practices, reflective activities, mentoring systems, and immersion programs in rural contexts. Such initiatives are expected to not only enhance prospective teachers’ adaptive capacities but also strengthen their emotional attachment, sense of purpose, and resilience in undertaking teaching assignments in underserved areas.
Keywords: learning engagement, social support, rural teaching commitment, pre-service teacher, PLS-SEM.
Ahakwa, I. (2024). Enhancing teachers’ commitment: Autonomy and learning in Ghana’s basic schools. Teaching and Teacher Education, 143, 104556. https://doi.org/10.1016/J.TATE.2024.104556
Alya, R., & Muslima. (2025). Hubungan dukungan sosial dengan tingkat stres akademik pada mahasiswa semester akhir di prodi bimbingan konseling [the relationship between social support and academic stress levels in final semester students in the guidance and counseling study program], Paedagogy, 5(2). https://jurnalp4i.com/index.php/paedagogy
Angelini, G., Mamprin, C., Borrelli, I., Santoro, P. E., Gualano, M. R., Moscato, U., & Fiorilli, C. (2024). Engaged teachers and well-being: the mediating role of burnout dimensions. Health Psychology and Behavioral Medicine, 12(1). https://doi.org/10.1080/21642850.2024.2404507
Anselimus, S. M., & Lazaro, A. A. (2025). Teachers’ and students’ awareness in communicating science through outdoor activities in Tanzanian rural community secondary schools. International Journal of Educational Research, 132, 102639. https://doi.org/10.1016/J.IJER.2025.102639
Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189–206. https://doi.org/10.1348/096317909X402596
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209–223. https://doi.org/10.1108/13620430810870476
Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Burhan, Busnawir, & Pugu, M. R. (2025). Kebijakan pemerataan guru dan kualitas pendidikan di daerah terpencil [policy on equal distribution of teachers and quality of education in remote areas]. Jurnal Ilmiah Edukatif, 11(1), 253–263. https://doi.org/10.37567/JIE.V11I1.3733
Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The utrecht work engagement scale for students (UWES-9S): factorial validity, reliability, and measurement invariance in a chilean sample of undergraduate university students. Frontiers in Psychology, 10(APR). https://doi.org/10.3389/fpsyg.2019.01017
Chinhara, H., & Kuyayama, A. (2024). Challenges to the provisioning of equitable quality education opportunities in inclusive early childhood development classes attached to primary schools: A case of one district in Zimbabwe. Social Sciences & Humanities Open, 10, 100957. https://doi.org/10.1016/J.SSAHO.2024.100957
Cohen, S., & Wills, T. A. (1985). Stress, Social Support, and the Buffering Hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. In Educational Research (Vol. 4). https://doi.org/10.1017/CBO9781107415324.004
Dahlan R, M., Samsuri, Malihatun, E., Morisson, B., Abdurrohman, A., Basyit, A., & Madali. (2025). Teachers’ motivation in developing quality learning in rural schools in Indonesia. Frontiers in Education, 10, 1597989. https://doi.org/10.3389/feduc.2025.1597989
Damilola, M., & Cishe, N. (2025). Enhancing social support networks on teacher well-being in rural south africa: a theoretical perspective. Journal for Educators, Teachers and Trainers, 16(4), 113–129. https://doi.org/10.47750/
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: building and sustaining quality. https://www.routledge.com/Resilient-Teachers-Resilient-Schools-Building-and-sustaining-quality-in-testing-times/Day-Gu/p/book/9780415818957?utm_source=chatgpt.com
Delfin, D., Wallace, J., Baez, S., Karr, J. E., Terry, D. P., Hibbler, T., Yengo-Kahn, A., & Newman, S. (2024). Social support, stress, and mental health: examining the stress-buffering hypothesis in adolescent football athletes. Journal of Athletic Training, 59(5), 499–505. https://doi.org/10.4085/1062-6050-0324.23
Dewi, C. N., & Susilowati, N. (2025). Effects of communication, collaboration, and knowledge construction on students’ work readiness with work motivation moderation. Jurnal Pendidikan Ilmu Sosial, 35(2), 178–197. https://doi.org/10.23917/jpis.v35i2.14685
Diao, L., Wang, J., Lahap, J., & Dang, H. (2025). How does workplace social support influence turnover intention. International Journal of Entrepreneurship and Management Practices (IJEMP), 8(31), 750–768. https://doi.org/10.35631/ijemp.831051
Doulabi, B. A., Javadipour, M., & Salehi, K. (2025). The resilience process of non-native teachers in rural iranian schools: a multilevel analysis of individual-structural interactions. International Journal of Educational Research, 132, 102617. https://doi.org/10.1016/J.IJER.2025.102617
Fazio, J., Gong, B., Sims, R., & Yurova, Y. (2017). The role of affective commitment in the relationship between social support and turnover intention. Management Decision, 55(3), 512–525. https://doi.org/10.1108/MD-05-2016-0338
Graham, K., Colquhoun, S., LaBond, C., Housen, T., Mohale, H., Campbell, S., & Sweet, L. (2025). The preparedness and readiness of rural and remote primary care midwives working in low- and middle-income countries: A scoping review. Women and Birth, 38(2), 101866. https://doi.org/10.1016/J.WOMBI.2024.101866
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis. Prentice-Hall.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Hasanuddin, B., & Risky Islianty, N. (n.d.). Analysis of organizational commitments for remote regional teachers in tojo district una-una, central sulawesi province. https://doi.org/10.33258/birci.v5i2.5423
Hua, A. (2025). Educational policies and student performance in rural areas: a literature review of challenges and strategies in developing countries. International Journal of Social Science and Applied Technology, 1(3), 1–13. https://doi.org/10.64391/ijssat.v1i3.001
Hudson, C. (2025). Unlocking school success: person-organisation fit between a principal and a successful rural school in Australia. School Leadership and Management, 45(1), 105–124. https://doi.org/10.1080/13632434.2024.2415424;REQUESTEDJOURNAL:JOURNAL:CSLM20;CTYPE:STRING:JOURNAL
Ibrahim, M. M., Sisala, I. M., Puotege, S. K., Tusungu, M., Asakiya, B., Yakubu, Z., Chanayireh, L., & Wuni, A. (2026). Work engagement and its relationship with workplace performance among midwives in public health facilities: A cross-sectional study. International Journal of Africa Nursing Sciences, 21(1), 101028. https://doi.org/10.1016/j.ijans.2026.101028
Jayaraman, S., George, H. J., Susainathan, S., Parayitam, S., Kannan, B., & Jebasingh, R. (2025). Coping with workplace bullying and emotional exhaustion: role of work engagement, loyalty, promotional opportunities, and perceived social support. International Journal of Conflict Management, 36(5), 909–942. https://doi.org/10.1108/IJCMA-02-2025-0044
Klar, H. W., Paufler, N. A., & Carter, A. D. (2025). Filling the gap: rural school leadership development for increased teacher retention in a university–district partnership. 145–163. https://doi.org/10.1007/978-3-031-92064-6_9
Kokubun, K., Ino, Y., & Ishimura, K. (2026). Coworker support and organizational commitment in overseas subsidiaries: analyses at the individual and workplace levels. Strategic Business Research, 13, 100086. https://doi.org/10.1016/j.sbr.2026.100086
Liao, H., Liang, R., He, H., Huang, Y., & Liu, M. (2022). Work stress, burnout, occupational commitment, and social support among Chinese pediatric nurses: A moderated mediation model. Journal of Pediatric Nursing, 67, e16–e23. https://doi.org/10.1016/J.PEDN.2022.10.009
Marziana, L., Suhardi, M., Rohmawati, W., Sakira, N., Hidayat, A., Studi, P., Pendidikan, A., Pendidikan, I., & Psikologi, D. (2025). Strategi pemerataan tenaga pendidik di daerah terpencil: sebuah kajian literatur tentang pendekatan yang efektif [Strategies for equalizing the distribution of teaching staff in remote areas: a literature review of effective approaches]. Educational : Jurnal Inovasi Pendidikan & Pengajaran , 5(2), 473–485. https://doi.org/10.51878/educational.v5i2.6291
Meyer, J. P., & Allen, N. J. (2004). TCM employee commitment survey academic users guide 2004.
Miller, L. C., Langerhans, E. S., Player, D. W., & White, R. S. (2026). Retaining from away and homegrown teachers in rural schools: Supportive working conditions, community connectedness, and person-organization fit theory. Teaching and Teacher Education, 172(1), 105380. https://doi.org/10.1016/j.tate.2025.105380
Minsih, M., Mujahid, I., Uslan, U., Fauzana, N., Marpuah, S., & Helzi, H. (2025). Analysis of social-emotional behavior in students with autism spectrum disorder, ADHD, and anxiety in inclusive schools. Indonesian Journal on Learning and Advanced Education (IJOLAE), 7(3), 553–565. https://doi.org/10.23917/ijolae.v7i3.8728
Murphy, S., Baxter, L., Murphy, K., & Acquaro, D. (2026). Impact of context-tailored rural teaching placements on preservice teachers’ commitment to teach in a rural area. The Australian Educational Researcher 2026 53:2, 53(2), 31-. https://doi.org/10.1007/S13384-026-00954-5
Noraazian, & Khalip. (2016). A three-component conceptualization of organizational commitment. International Journal of Academic Research in Business and Social Sciences, 6(12), 16–23. https://doi.org/10.6007/ijarbss/v6-i12/2464
Oh, G. S., Lee, J. S., & Bae, M. H. (2025). Structural relationships between perceived psychological well-being, social support, academic engagement, and school-life satisfaction among students participating in school esports activities. International Journal of Mental Health Promotion, 27(11), 1729–1745. https://doi.org/10.32604/ijmhp.2025.071944
Rahmi, I., & Rassanjani, S. (2025). Enhancing teacher quality in Indonesia: The impact of teacher professional development on achieving sustainable development goal 4.c. Social Sciences & Humanities Open, 12(2), 102123. https://doi.org/10.1016/j.ssaho.2025.102123
Ribeiro e Silva, M., & Carneiro Pinto, J. (2024). Game on! Antecedents and consequents of gamification in the workplace. Journal of Workplace Learning, 37(2), 153–170. https://doi.org/10.1108/JWL-09-2024-0193
Rodríguez, A. I., Grígolo, M. A., Tejada, F. E., Albarracín, A., Martínez, M. P., Sales, R. G., & Naranjo, R. (2025). Strategies for teaching natural hazards to children in rural communities. International Journal of Disaster Risk Reduction, 116, 105033. https://doi.org/10.1016/j.ijdrr.2024.105033
Rodríguez-Izquierdo, R. M. (2020). Service learning and academic commitment in higher education. Revista de Psicodidáctica (English Ed.), 25(1), 45–51. https://doi.org/10.1016/j.psicoe.2019.09.001
Rusdiansyah, Gunawan, W., Kurniawan, E., & Hakim, M. A. (2025). Navigating inconsistencies: The challenges of implementing multilingual education policy in rural Indonesia. Social Sciences & Humanities Open, 11, 101601. https://doi.org/10.1016/J.SSAHO.2025.101601
Safitri Lestari, B., Purnamasari, A., Psikologi, F., & Ahmad Dahlan, U. (2022). Dukungan sosial teman sebaya dan problem focused coping dengan stres akademik pada mahasiswa. Jurnal Psikologi Terapan Dan Pendidikan, 4(1), 15–23. https://doi.org/10.26555/JPTP.V4I1.23351
Schaufeli, W. B. (2012). The measurement of work engagement. Research Methods in Occupational Health Psychology: Measurement, Design, and Data Analysis, 138–154. https://doi.org/10.4324/9780203095249
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: a two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/a:1015630930326
Schaufeli W, & Bakker A. (2004). UWES-Utrecht work engagement scale: test manual. unpublished manuscript, occupational health psychology unit, utrecht university, Utrecht. (December), 60. https://doi.org/10.1037/t01350-000
Schaufeli, W., & De Witte, H. (2017a). Outlook work engagement in contrast to burnout: real and redundant! Burnout Research, 5, 58–60. https://doi.org/10.1016/j.burn.2017.06.002
Schaufeli, W., & De Witte, H. (2017b). Work engagement: real or redundant? Burnout Research, 5, 1–2. https://doi.org/10.1016/j.burn.2017.06.001
Shen, H., Ye, X., Bai, C., He, S., Zhang, F., Yang, Y., & Qiu, J. (2026). The impact of peer relationships and employment pressure on the learning wellbeing of university students in the post-2000s generation. Frontiers in Psychology, 16, 1688537. https://doi.org/10.3389/FPSYG.2025.1688537/TEXT
Stark, H. P., Smith, R. W., & Carter, N. T. (2025). Organizational commitment profiles and employee well-being: exploratory and confirmatory latent profile analyses. Occupational Health Science 2025 9:3, 9(3), 639–673. https://doi.org/10.1007/s41542-025-00225-2
Thomas, D. R., & Hodges, I. D. (2025). Distinguishing types of social support: A qualitative synthesis. https://doi.org/10.31234/osf.io/ez29w_v1
Utomo, H. B., Suminar, D. R., & Hamidah. (2019). Capturing teaching motivation of teacher in the disadvantaged areas. Jurnal Cakrawala Pendidikan, 38(3), 398–410. https://doi.org/10.21831/cp.v38i3.26411
V. Bernil, K. J. (2024). The mediating effect of empathy in the relationship between social support and academic engagement of STEM SHS students. International Journal of Research and Scientific Innovation, XI(VII), 290–309. https://doi.org/10.51244/IJRSI.2024.1107020
van der Heijden, B. I. J. M., Kümmerling, A., van Dam, K., van der Schoot, E., Estryn-Béhar, M., & Hasselhorn, H. M. (2010). The impact of social support upon intention to leave among female nurses in Europe: Secondary analysis of data from the NEXT survey. International Journal of Nursing Studies, 47(4), 434–445. https://doi.org/10.1016/j.ijnurstu.2009.10.004
van der Wiel, R., Mulder, C. H., & Bailey, A. (2018). Pathways to commitment in living-apart-together relationships in the Netherlands: A study on satisfaction, alternatives, investments and social support. Advances in Life Course Research, 36(4), 13–22. https://doi.org/10.1016/j.alcr.2018.03.001
Wang, N., Rule, A., Yu, J., & Rozelle, S. (2025). Professional identity and commitment to rural teaching: Evidence from a normal university in China. Teaching and Teacher Education, 157, 104950. https://doi.org/10.1016/J.TATE.2025.104950
Wijaya, K., & Wati, D. E. (2025). Peran kesejahteraan guru paud terhadap produktivitas kerja di TK kota yogyakarta. Buletin Literasi Budaya Sekolah, 7(2), 222–237. https://doi.org/10.23917/blbs.v7i2.14126
Wu, S., Xu, Q., Tian, H., Li, R., & Wu, X. (2025). The relationship between social support and work engagement of rural teachers: a moderated mediation model. Frontiers in Psychology, 15, 1479097. https://doi.org/10.3389/FPSYG.2024.1479097
Yolanda, E., & Said, L. R. (2021). Perceived organisational support to increase teachers’ commitment and performance through work engagement: a case study of an Indonesian vocational school. In Int. J. of Management in Education (Number Y).
Zhai, K. (2025). Perceived social support, positive high-activating emotions, and behavioral engagement in EFL learning: A three-wave cross-lagged study. Acta Psychologica, 261(6), 105778. https://doi.org/10.1016/j.actpsy.2025.105778
Zhang, C. B., Li, N., Han, S. H., Zhang, Y. D., & Hou, R. J. (2021). How to alleviate social loafing in online brand communities: The roles of community support and commitment. Electronic Commerce Research and Applications, 47(3), 101051. https://doi.org/10.1016/j.elerap.2021.101051
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats