Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (4): 442-448.

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The Effect Mechanism of Kindergarten Teachers' Occupational Stress, Psychological Capital and Occupational Identity on Their Occupational Well-being

WANG Gang1, ZHANG Da-jun2, LIU Xian-qiang1   

  1. 1. College of Preschool Education, Chengdu University, Chengdu 610106;
    2. Research Center of Mental Health Education, South-West University, Chongqing 400715
  • Online:2014-07-15 Published:2014-07-15

Abstract: In order to explore the effect mechanism of kindergarten teachers' occupational stress, psychological capital and occupational identity on their occupational well-being, 328 kindergarten teachers in Sichuan and Chongqing were investigated randomly by kindergarten teachers' occupational stress questionnaire (KTOSQ), kindergarten teachers' occupational identity questionnaire (KTPIQ), teachers' psychological capital questionnaire (TPCQ) and kindergarten teachers' occupational well-being scale (KTOWBS). The results showed that: (1) Kindergarten teachers' occupational stress as a risk factor reduced their occupational well-being. Kindergarten teachers' psychological capital as a protective factor increased their occupational well-being, and the protective effect of psychological capital is direct effect. (2) Kindergarten teachers' occupational identity fully mediated the effect of psychological capital and occupational stress on their occupational well-being. The afore-mentioned results deepened our protecting and improving kindergarten teachers' occupational well-being.

Key words: kindergarten teacher, occupational stress, psychological capital, occupational identity, occupational well-being

CLC Number: 

  • B844.3

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