Lina Ma1,2, Fusheng Zhou1, Haidan Liu3. 1. Faculty of Education, Ningxia University, Yinchuan, China. 2. Faculty of Education, Ningxia Preschool Education College, Yinchuan, China. 3. Faculty of Education, East China Normal University, Shanghai, China.
Abstract
Objective: To investigate the relationship between psychological empowerment, psychological capital, job involvement, and the retention intention of kindergarten teachers in mainland China and the internal mechanism of action. Methods: A total of 554 kindergarten teachers were investigated by scales for psychological empowerment, psychological capital, job involvement, and retention intention. Results: (1) Psychological empowerment was positively correlated with psychological capital and job involvement. Psychological capital was positively correlated with job involvement. Psychological empowerment, psychological capital, and job involvement were significantly and positively correlated with retention intention. (2) Psychological empowerment influences kindergarten teachers' retention intention mainly through three indirect effects: the single intermediary effects of psychological capital and job involvement and the chain intermediary effect of psychological capital → job involvement. Conclusion: Psychological empowerment can not only indirectly predict the retention intention of kindergarten teachers through the single intermediary effects of psychological capital and job involvement, but also indirectly predict the retention intention of kindergarten teachers through the chain intermediary effect of psychological capital and job involvement.
Objective: To investigate the relationship between psychological empowerment, psychological capital, job involvement, and the retention intention of kindergarten teachers in mainland China and the internal mechanism of action. Methods: A total of 554 kindergarten teachers were investigated by scales for psychological empowerment, psychological capital, job involvement, and retention intention. Results: (1) Psychological empowerment was positively correlated with psychological capital and job involvement. Psychological capital was positively correlated with job involvement. Psychological empowerment, psychological capital, and job involvement were significantly and positively correlated with retention intention. (2) Psychological empowerment influences kindergarten teachers' retention intention mainly through three indirect effects: the single intermediary effects of psychological capital and job involvement and the chain intermediary effect of psychological capital → job involvement. Conclusion: Psychological empowerment can not only indirectly predict the retention intention of kindergarten teachers through the single intermediary effects of psychological capital and job involvement, but also indirectly predict the retention intention of kindergarten teachers through the chain intermediary effect of psychological capital and job involvement.
Authors: Binghai Sun; Feng Zhu; Shuwei Lin; Jiayu Sun; Ying Wu; Weilong Xiao Journal: Int J Environ Res Public Health Date: 2022-07-25 Impact factor: 4.614