Impact of psychological empowerment on job satisfaction among preschool teachers: mediating role of professional identity
Xinyue Xiang, Yonggang Wei, Yaxian Lei, Wei Li, Xin He
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.