新任教师作为教育领域的新生力量，他们的专业成长以及工作投入水平关系到教师队伍建设的优化，更关系到受教育者身心素质的健康发展。而新任教师在入职初期，会面临陌生的工作环境、繁杂的教育教学工作以及复杂的人际关系等现实问题，这很容易影响新任教师的工作投入水平。为了促使新任教师工作投入水平的提升，本研究从组织视角出发，以组织信任为中介变量来探究初中新任教师组织支持感对工作投入的影响。

本研究通过问卷调查法对河南、山东、四川、北京、河北、重庆、甘肃等地共计268位初中新任教师进行数据收集，运用SPSS22.0以及Mplus7数据分析软件，采用描述性统计、T检验、单因素方差分析、相关分析、回归分析以及结构方程模型分析等数据分析方法，对所得数据进行分析讨论，得出以下结论：

一是初中新任教师的组织支持感水平偏低，而其工作投入及组织信任相对较高。二是初中新任教师组织支持感、工作投入和组织信任在部分人口统计学变量上具有显著差异。 三是初中新任教师组织支持感对工作投入具有正向影响作用。

四是组织信任在初中新任教师组织支持感和工作投入之间起到了部分中介作用。

基于以上结论，本研究从组织支持感以及组织信任两个变量出发，提出了有关提高初中新任教师工作投入水平的建议与对策。最后，就本研究存在的不足进行反思并对进一步的研究提出展望。

As a new force in the field of education, new teachers' professional growth and work engagement level are related to the optimization of the construction of teachers, and the healthy development of the physical and mental quality of the educated. At the beginning of their employment, new teachers will face many practical problems, such as strange working environment, complicated education and teaching work, and complex interpersonal relationships, which can easily affect the level of work engagement of new teachers. In order to promote the level of new teachers' work engagement, this study explores the influence of junior high school new teachers' perceived organizational support on work engagement, with organizational trust as the intermediary variable.

In this study, 268 junior middle school new teachers in Henan, Shandong, Sichuan, Beijing, Hebei, Chongqing, Gansu and other places were collected by questionnaire survey. The data were analyzed and discussed by using SPSS22.0 and Mplus7 data analysis software, descriptive statistics, T-test, one-way ANOVA, correlation analysis, regression analysis and structural equation modeling analysis. The conclusions are as follows:

First, the new junior high school teachers' perceived organizational support is low, while their work engagement and organizational trust are relatively high. Second, the new junior high school teachers' perceived organizational support and job engagement have significant differences in some personal background variables.  Third, the perceived organizational support of junior high school new teachers has a positive impact on work engagement. Fourthly, organizational trust partially mediates the relationship between perceived organizational support and job engagement of junior high school teachers.

Based on the above conclusions, this study puts forward some relevant suggestions and countermeasures to improve the work engagement level of junior middle school new teachers from the two variables of perceived organizational support and organizational trust. Finally, the author reflects on the shortcomings of this study and puts forward the prospects for further study.