Psychological capital and occupational commitment of Chinese urban preschool teachers mediated by work-related quality of life

Abstract

We explored how the psychological capital of preschool teachers influences their occupational commitment (OC), and how work-related quality of life (WRQoL) mediates this relationship. Participants were 759 urban preschool teachers in China, who completed the Psychological Capital Questionnaire, the Work-Related Quality of Life Scale, and the Occupational Commitment Scale. Data were analyzed through structural equation modeling with Amos 21.0. Our results indicate that the psychological capital of preschool teachers positively influenced their OC, and that WRQoL was a significant partial mediator of this relationship, that is, as teachers' WRQoL increased, so too did the influence of their psychological capital on their OC. These results highlight potential avenues for improving the psychological capital and OC of preschool teachers that may be implemented in schools and governmental institutions.