Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers

Qiang Guo; Yongli Wang; Qiaoyun Liu; Tingzhao Wang; Lei Zhang; Zhijun Huang; Shuqin Cao

doi:10.3389/fpsyg.2022.847882

Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers

Front Psychol. 2022 Apr 5:13:847882. doi: 10.3389/fpsyg.2022.847882. eCollection 2022.

Authors

Qiang Guo¹, Yongli Wang², Qiaoyun Liu², Tingzhao Wang³, Lei Zhang⁴, Zhijun Huang⁵, Shuqin Cao¹

Affiliations

¹ Hangzhou College of Preschool Education, Zhejiang Normal University, Hangzhou, China.
² Department of Rehabilitation Sciences, Faculty of Education, East China Normal University, Shanghai, China.
³ School of Education, Shaanxi Normal University, Xi'an, China.
⁴ Changchun Normal College, Changchun, China.
⁵ Department of Special Education, Faculty of Education, East China Normal University, Shanghai, China.

Abstract

This study examines whether psychological capital (PsyCap) indirectly predicts occupational well-being among Chinese special education teachers through work engagement. In total, 615 Chinese special education teachers (female = 567) completed the Psychological Capital Questionnaire, the Special Education Teachers' Occupational Well-Being Questionnaire, and the Utrecht Work Engagement Scale. The results indicated that PsyCap was positively correlated with occupational well-being and work engagement. Furthermore, work engagement mediated the influence of PsyCap on occupational well-being. Notably, the multiple mediation model indicated that the indirect effects of PsyCap on occupational well-being were mainly due to dedication and absorption. The study's results illustrate the association between PsyCap, work engagement, and occupational well-being, which may help educational administrators and social workers assist with special education and special education teachers develop and maintain good working conditions.

Keywords: absorption; dedication; occupational well-being; psychological capital; special education teachers; work engagement.