THE RESEARCH ON RELATIONSHIP BETWEEN PSYCHOLOGICAL CAPITAL, WORK ADAPTATION, AND PROFESSIONAL GROWTH OF PRIMARY SCHOOL TEACHERS IN YUNNAN PROVINCE
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Abstract
This study aimed to investigate the relationships among psychological capital, work adaptation, and professional growth of primary school teachers in Yunnan Province, China. The study focused on three objectives: 1) To examine the current status of the three variables, 2) To explore differences based on demographic factors including gender, age, teaching experience, and position, and 3) To analyze the mediating role of work adaptation in the relationship between psychological capital and professional growth. The sample comprised 795 primary school teachers selected through stratified random sampling by region and school type. A total of 820 questionnaires were distributed and 795 valid responses were collected, yielding a response rate of 96.9%. The research instrument was a standardized questionnaire validated by three experts, with an overall Cronbach’s α of 0.90. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, Pearson’s correlation, and structural equation modeling (SEM). The results indicated that teachers had moderate to relatively high levels of psychological capital, work adaptation, and professional growth. All three variables were positively and significantly correlated (p < .01) and differed by some demographic factors (p < .05). Work adaptation partially mediated the relationship, explaining 24.6% of the variance. Findings highlight the importance of enhancing psychological capital and adaptive skills to strengthen professional commitment, support teacher development, and inform sustainable educational policy and school management.
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References
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