Climate of age diversity and psychoeducational climate in Peruvian teachers: the mediating role of perceived social support
DOI:
https://doi.org/10.18050/psiquemag.v15i1.4295Keywords:
Age diversity, training support, teachingAbstract
The present study aimed to examine the relationship between age diversity climate and psychoeducational climate among basic education teachers in Arequipa, considering the mediating role of perceived social support. A quantitative approach was employed, using a non-experimental cross-sectional design and a non-probabilistic convenience sample of 275 teachers. The instruments used were the Age Diversity Climate Scale, the Delaware School Climate Survey–Teacher Version, and the Multidimensional Scale of Perceived Social Support. Data were analyzed through structural equation modeling using PLS-SEM (SmartPLS 4.1.2), assessing model validity through average variance extracted (AVE > 0.50) and composite reliability (CR > 0.70), which demonstrated adequate internal consistency and model quality. The results indicated that age diversity climate was significantly related to psychoeducational climate (β = 0.807, p < .001) and to perceived social support (β = 0.614, p < .001), while perceived social support predicted psychoeducational climate (β = 0.709, p < .001). Additionally, partial mediation of perceived social support was confirmed. From a theoretical perspective, the findings extend the understanding of psychoeducational climate by integrating generational diversity as an antecedent and perceived social support as an explanatory mechanism, providing empirical evidence within the framework of social exchange theory in Latin American educational contexts.
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Copyright (c) 2026 Rafael Romero-Carazas, Victor Cornejo-Aparicio, Marco Antonio Huamani-Molloco, Constante Eduardo Jara-Ortega, Rubén Celestino Fernández-Fernández, Luis Herminio Torres-Arce
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