The relationship between psychological capital and work engagement of kindergarten teachers: A latent profile analysis

Abstract

Although the importance of psychological capital has been firmly supported by prior studies, the question of whether certain subgroups exist and how these various subgroups affect work engagement differentially remains under-explored. To gain an in-depth understanding of this problem, the present study conducted a person-centered method (latent profile analysis) to identify subgroups and then explore the relationship between psychological capital subgroups and work engagement. The study participants were kindergarten teachers in China (n = 2,790). The results showed that psychological capital was divided into three latent profiles: “rich type” (43.2% of the sample) “medium type” (46.3%), and “poor type” (10.5%). Compared to the other two types, the teachers with high psychological capital returned higher work engagement scores. Meanwhile, there was a significant difference among the three identified profiles regarding the location of the kindergarten, the type of kindergarten, and the teaching experience. The group owning more psychological capital tended to have more teaching experience, come from a developed area, and work in a public kindergarten. And after controlling the influence of the type of kindergarten, the location of kindergarten, and the teaching experience, the psychological capital of kindergarten teachers was still an important factor that affected teachers’ work engagement.

Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers’ performance and wellbeing

“…In the context of Chinese preschool education, work engagement embodies a motivational state that not only has a consequential impact on students’ outcomes, but also on personal wellbeing and institutional objectives. In China, where the educational landscape is rapidly evolving, the well-being of preschool teachers has garnered increased attention ( Gao et al, 2023 ). This shift in focus is not merely about enhancing job satisfaction but also about recognizing teachers as workers whose personal well-being is linked to their professional efficacy and, by extension, to the developmental outcomes of their students.…”

When there is no justice, we need an old HERO. The trickle-down effect of psychological capital: the moderating role of organizational justice and leaders’ age

“…Psychological capital is a positive psychological state encompassing personal resources such as hope, efficacy, resilience, and optimism ( Luthans et al, 2007 ), forming the acronym HERO. Research has consistently shown its significant benefits for work-related outcomes, including performance, productivity ( Peterson et al, 2011 ; Baykal and Zehir, 2018 ), engagement ( Gao et al, 2023 ), innovative behavior ( Karakitapoğlu-Aygün et al, 2020 ; Özsungur, 2020 ; Li et al, 2021 ), and well-being ( Luthans et al, 2013 ; Youssef-Morgan and Luthans, 2015 ). Employees with higher PsyCap levels tend to exhibit be more satisfied, committed, relaxed ( Avey et al, 2010 , 2011b ; Luthans and Youssef-Morgan, 2017 ) and openness to change ( Liu, 2021 ).…”