How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition

Binghai Sun, Hongteng Guo, Luyun Xu and Fujun Ding ()
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Binghai Sun: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
Hongteng Guo: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
Luyun Xu: College of Teacher Education, Zhejiang Normal University, 688 Yingbin Road, Jinhua 321004, China
Fujun Ding: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China

IJERPH, 2022, vol. 19, issue 22, 1-12

Abstract: Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers’ psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers’ psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers’ psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers’ workplace well-being.

Keywords: teachers’ psychological capital; ego-resiliency; work-meaning cognition; workplace well-being (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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