THE RELATIONSHIP BETWEEN PSYCHOLOGICAL CAPITAL, ORGANIZATIONAL IDENTIFICATION AND JOB SATISFACTION AMONG PRESCHOOL TEACHERS
DOI:
https://doi.org/10.55197/qjssh.v5i3.375Keywords:
relationship, psychological capital, organizational identification, job satisfaction, preschool teachersAbstract
The quality of preschool teachers depends on the level of teachers' professional development, which determines the quality of early childhood education, and the basic prerequisite for teachers' professional development is that teachers should identify with and be satisfied with their work from the inside. To investigate the relationship between psychological capital, organizational identification, and preschool teachers' job satisfaction, the present study was conducted on 276 kindergarten teachers in Henan Province, China by using convenience sampling. The results showed that preschool teachers' scores on psychological capital, organizational identification, and job satisfaction were all above average; psychological capital, organizational identification, and job satisfaction were significantly positively correlated with each other; regression analysis showed that preschool teachers' psychological capital and organizational identification significantly predicted job satisfaction, with an explanatory predictive power of 60.3%; mediation effect analysis showed that organizational identification played a partial role in the influence of psychological capital on job satisfaction. Therefore, it is possible to provide strong external and internal support to promote preschool teachers' job satisfaction by developing psychological capital and improving organizational identification.
References
Abernethy, M.A., Jiang, L., Kuang, Y.F. (2019): Can organizational identification mitigate the CEO horizon problem? – Accounting, Organizations and Society 78: 15p.
Avey, J.B., Reichard, R.J., Luthans, F., Mhatre, K.H. (2011): Meta‐analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. – Human Resource Development Quarterly 22(2): 127-152.
Aydin Sünbül, Z., Aslan Gördesli, M. (2021): Psychological capital and job satisfaction in public-school teachers: the mediating role of prosocial behaviours. – Journal of Education for Teaching 47(2): 147-162.
Bharadwaj, S., Khan, N.A., Yameen, M. (2022): Unbundling employer branding, job satisfaction, organizational identification and employee retention: a sequential mediation analysis. – Asia-Pacific Journal of Business Administration 14(3): 309-334.
Cheng, L., Gan, Y. (2020): Psychological capital and occupational commitment of Chinese urban preschool teachers mediated by work-related quality of life. – Social Behavior and Personality: An International Journal 48(5): 1-12.
Conroy, S.A., Becker, W.J., Menges, J.I. (2017): The meaning of my feelings depends on who I am: Work-related identifications shape emotion effects in organizations. – Academy of Management Journal 60(3): 1071-1093.
Corbu, A., Peláez Zuberbühler, M.J., Salanova, M. (2021): Positive psychology micro-coaching intervention: Effects on psychological capital and goal-related self-efficacy. – Frontiers in Psychology 12: 14p.
Hansen, A., Buitendach, J.H., Kanengoni, H. (2015): Psychological capital, subjective well-being, burnout and job satisfaction amongst educators in the Umlazi region in South Africa. – SA Journal of Human Resource Management 13(1): 1-9.
Hayes, A.F. (2013): Introduction to mediation, moderation, and conditional process analysis: A regression- based approach. – New York, USA: Guilford Press 732p.
Hong, Y., Huang, J.H., Zhang, J. (2022): Relationship between emotional labor and mental health in preschool teachers: mediation of psychological capital. – Frontiers in Psychology 13: 9p.
Hultell, D., Gustavsson, J.P. (2011): Factors affecting burnout and work engagement in teachers when entering employment. – Work 40(1): 85-98.
Karolidis, D., Vouzas, F. (2019): From PSM to helping behavior in the contemporary Greek public sector: The roles of organizational identification and job satisfaction. – Public Performance & Management Review 42(6): 1418-1447.
Kazmi, S.W., Javaid, S.T. (2022): Antecedents of organizational identification: implications for employee performance. – RAUSP Management Journal 57: 111-130.
Li, C., Shi, K. (2003): The influence of distributive justice and procedural justice on job burnout. – Acta Psychologica Sinica 35(05): 677-684.
Luthans, F., Avolio, B.J., Avey, J.B., Norman, S.M. (2007): Positive psychological capital: Measurement and relationship with performance and satisfaction. – Personnel Psychology 60(3): 541-572.
Luthans, F., Youssef-Morgan, C.M. (2017): Psychological capital: An evidence-based positive approach. – Annual Review of Organizational Psychology and Organizational Behavior 4: 339-366.
Mael, F., Ashforth, B.E. (1992): Alumni and their alma mater: A partial test of the reformulated model of organizational identification. – Journal of Organizational Behavior 13(2): 103-123.
Peng, J., He, Y., Deng, J., Zheng, L., Chang, Y., Liu, X. (2019): Emotional labor strategies and job burnout in preschool teachers: Psychological capital as a mediator and moderator. – Work 63(3): 335-345.
Pham, M. (2020): The effect of professional identification and organizational identification on career satisfaction, job satisfaction and organizational commitment. – Management Science Letters 10(11): 2683-2694.
Riketta, M. (2005): Organizational identification: A meta-analysis. – Journal of Vocational Behavior 66(2): 358-384.
Skaalvik, E.M., Skaalvik, S. (2018): Job demands and job resources as predictors of teacher motivation and well-being. – Social Psychology of Education 21(5): 1251-1275.
Tarakci, M., Ateş, N.Y., Floyd, S.W., Ahn, Y., Wooldridge, B. (2018): Performance feedback and middle managers’ divergent strategic behavior: The roles of social comparisons and organizational identification. – Strategic Management Journal 39(4): 1139-1162.
Toropova, A., Myrberg, E., Johansson, S. (2021): Teacher job satisfaction: the importance of school working conditions and teacher characteristics. – Educational Review 73(1): 71-97.
Uzun, T. (2018): A study of correlations between perceived supervisor support, organizational identification, organizational citizenship behavior, and burnout at schools. – European Journal of Educational Research 7(3): 501-511.
Weiss, H.M., Cropanzano, R. (1996): Affective events theory. – Research in Organizational Behavior 18(1): 1-74.
Wen, Z., Ye, B. (2014): Analyses of mediating effects: the development of methods and models. – Advances in Psychological Science 22(5): 731-745.
Yuan, G., Jia, L., Zhao, J. (2016): Organizational identification moderates the impact of organizational justice on job satisfaction. – Work 54(1): 189-195.
Zhang, S., Liu, Z. (2016): A meta-analysis of the relationship between organizational identification and turnover intention. – Acta Psychologica Sinica 48(12): 1561-1573.
Zhang, F., Liu, Y., Wei, T. (2021): Psychological capital and job satisfaction among chinese residents: A moderated mediation of organizational identification and income level. – Frontiers in Psychology 12: 9p.
Zhang, R., Niu, W. (2015): Customer injustice and employees’ counterproductive work behavior: The mediating role of emotional exhaustion and moderating role of identification. – Forecasting 34: 15-21.
