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Impact of psychological empowerment on job satisfaction among preschool teachers: mediating role of professional identity

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  • Xinyue Xiang

    (Chongqing Normal University
    Chengdu Third Kindergarten)

  • Yonggang Wei

    (Chongqing Normal University)

  • Yaxian Lei

    (Chongqing Normal University
    Beijing Normal University)

  • Wei Li

    (Chongqing Normal University)

  • Xin He

    (Chongqing Normal University)

Abstract

The centrality of job satisfaction in fostering the stability and progression of the teaching cadre and in underpinning the effective operation of educational institutions is paramount. Drawing from motivation theory and the Job Demands-Resources model, this research delves into the influence of psychological empowerment on the job satisfaction of 533 preschool educators in China, employing the Psychological Empowerment Questionnaire, the Occupational Identity Questionnaire, and the Job Satisfaction Scale. The inquiry probes the intermediary function of occupational identity in the nexus between psychological empowerment and job satisfaction within the cohort of preschool teachers. The findings underscore that psychological empowerment substantially foretells heightened job satisfaction in preschool educators, and concurrently, occupational identity serves as a partial mediator in the association between psychological empowerment and job satisfaction. Augmenting levels of psychological empowerment and occupational identity among preschool teachers is a strategic avenue for fortifying their holistic contentment in their professional roles, thereby contributing indispensably to the fortification of a robust teaching workforce in kindergarten establishments.

Suggested Citation

  • Xinyue Xiang & Yonggang Wei & Yaxian Lei & Wei Li & Xin He, 2024. "Impact of psychological empowerment on job satisfaction among preschool teachers: mediating role of professional identity," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03706-x
    DOI: 10.1057/s41599-024-03706-x
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    References listed on IDEAS

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    1. Anna Crisci & Enrica Sepe & Pasqualina Malafronte, 2019. "What influences teachers’ job satisfaction and how to improve, develop and reorganize the school activities associated with them," Quality & Quantity: International Journal of Methodology, Springer, vol. 53(5), pages 2403-2419, September.
    2. Kazi Enamul Hoque & Xingsu Wang & Yang Qi & Normarini Norzan, 2023. "The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021)," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-7, December.
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