Psychological Capital and Career Commitment Among Chinese Urban Preschool Teachers: The Mediating and Moderating Effects of Subjective Well-being.

Yongtao Gan,Li Cheng

doi:10.3389/fpsyg.2021.509107

Abstract

This study explored the effects of psychological capital (PsyCap) on career commitment among preschool teachers in China, with a particular focus on the mediating effects of subjective well-being (SWB). A total of 759 teachers were subjected to the PsyCap Questionnaire and Career Commitment Scale. The data were analyzed and used for structural modeling with Mplus Version 7.4. Results indicated that PsyCap positively influenced career commitment, with SWB significantly mediating and moderating this causal association. Thus, the influence of PsyCap on career commitment is improved through enhanced SWB. These findings highlight avenues for improving both PsyCap and career commitment in the Chinese context among urban preschool teachers.

Highlights

As professionals in early childhood education and care, preschool teachers are important human resources
This study investigated the association between psychological capital (PsyCap) and Career commitment (CC) with a focus on the mediating and moderating effects of subjective well-being (SWB) among preschool teachers
Results were χ2 = 193.591, p < 0.01; CFI = 0.97; RMSEA = 0.047, 90% CI [0.039, 0.055] for the model examining the associations between PsyCap, SWB, and CC (Figure 2)

Summary

Introduction

As professionals in early childhood education and care, preschool teachers are important human resources. Many preschool teachers faithfully attend to their duties and actively dedicate themselves to the educational field. This likely takes substantial psychological capital (PsyCap), which is a concept derived from positive psychology (i.e., a focus on healthy behaviors rather than dysfunction). It is a kind of positive psychological state in which individuals can process information and develop (Luthans et al, 2007). Previous studies have found that PsyCap can help preschool teachers increase their work inputs while reducing job burnout and buffering occupational pressures (Rentzou, 2012)

Methods

Results

Discussion

Conclusion