Abstract
In this study, 615 kindergarten teacher participants completed a survey comprising teacher work stress, psychological capital, social support, and work-related well-being questionnaires. Results showed that participants' occupational stress not only directly affected their work-related well-being, but their work-related well-being was also affected through the mediating role of psychological capital. The level of participants' social support also moderated the relationship between their psychological capital and work-related well-being. Results have practical implications for kindergarten teachers in mainland China such that they can be enlightened on how to avoid a stressful work environment, embrace work-related physical and mental well-being, and maintain their psychological capital.
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