The Relationship Between Psychological Capital, Organizational Identification and Job Satisfaction Among Preschool Teachers

The quality of preschool teachers depends on the level of teachers' professional development, which determines the quality of early childhood education, and the basic prerequisite for teachers' professional development is that teachers should identify with and be satisfied with their work from the inside. To investigate the relationship between psychological capital, organizational identification, and preschool teachers' job satisfaction, the present study was conducted on 276 kindergarten teachers in Henan Province, China by using convenience sampling. The results showed that preschool teachers' scores on psychological capital, organizational identification, and job satisfaction were all above average; psychological capital, organizational identification, and job satisfaction were significantly positively correlated with each other; regression analysis showed that preschool teachers' psychological capital and organizational identification significantly predicted job satisfaction, with an explanatory predictive power of 60.3%; mediation effect analysis showed that organizational identification played a partial role in the influence of psychological capital on job satisfaction. Therefore, it is possible to provide strong external and internal support to promote preschool teachers' job satisfaction by developing psychological capital and improving organizational identification.