Perceived Organizational Support, Emotional Labor, and Professional Identity in Preschool Teachers: Moderating Role of Psychological Capital

Background and Aim: Preschool educators in China face mounting emotional and professional strain due to policy reforms, low occupational status, and emotionally intensive teaching demands. While existing research highlights challenges in early childhood education, fewer studies explore how institutional and psychological resources jointly shape professional identity. Drawing on Conservation of Resources (COR) theory and emotional labor theory, this study examines how perceived organizational support (POS) affects professional identity (PI), with emotional labor (EL) as a mediator and psychological capital (PsyCap) as a moderator. Materials and Methods: A cross-sectional survey of 928 preschool teachers from public and private kindergartens in Shandong Province, China, was conducted. Standardized scales measured POS, EL, PsyCap, and PI, with Cronbach’s α > 0.88 for all constructs. Structural equation modeling and PROCESS macro (Model 7) were used to test the moderated mediation model, with bootstrap methods applied to estimate indirect effects and interactions. Results: POS significantly and positively predicted PI, and negatively predicted EL. EL partially mediated the POS–PI relationship. Furthermore, PsyCap moderated the indirect effect, such that the mediating role of EL was stronger among teachers with higher levels of PsyCap. These findings validate a resource-interaction model where both organizational and internal resources shape professional identity. Conclusion: Organizational support enhances preschool teachers’ professional identity both directly and by reducing emotional strain. Psychological capital amplifies this effect, enabling teachers to better internalize support. The findings underscore the need for early education policies to strengthen both institutional support and individual psychological capacities.