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

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  • Binghai Sun

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, 688 Yingbin Road, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Hongteng Guo

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, 688 Yingbin Road, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    These authors contributed equally to this work.)

  • 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
    College of Teacher Education, Zhejiang Normal University, 688 Yingbin Road, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

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.

Suggested Citation

  • Binghai Sun & Hongteng Guo & Luyun Xu & Fujun Ding, 2022. "How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition," IJERPH, MDPI, vol. 19(22), pages 1-12, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:14730-:d:967716
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    References listed on IDEAS

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    1. Rentao Miao & Yi Cao, 2019. "High-Performance Work System, Work Well-Being, and Employee Creativity: Cross-Level Moderating Role of Transformational Leadership," IJERPH, MDPI, vol. 16(9), pages 1-24, May.
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    3. Agnieszka Goryczka & Paweł Dębski & Anna M. Gogola & Piotr Gorczyca & Magdalena Piegza, 2022. "Depressive and Anxiety Symptoms and Their Relationships with Ego-Resiliency and Life Satisfaction among Well-Educated, Young Polish Citizens during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(16), pages 1-9, August.
    4. Sophie H. Janicke-Bowles & Diana Rieger & Winston Connor, 2019. "Finding Meaning at Work: The Role of Inspiring and Funny YouTube Videos on Work-Related Well-Being," Journal of Happiness Studies, Springer, vol. 20(2), pages 619-640, February.
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