A moderated mediation analysis of the relationship between psychological capital and professional commitment among teachers

This research aims to investigate the mediating effect of well-being in the relationship between psychological capital and professional commitment, and the moderating role of gender. This research employed a cluster sampling method to select four private junior high schools as research clusters. A total of 671 teachers participated in the survey, completing validated psychological measures including the Psychological Capital Questionnaire (PCQ), PERMA-Profiler Scale, and Professional Commitment Scale. A total of 671 teachers were surveyed by the psychological capital scale, PERMA profile Scale, and Professional Commitment Scale. Data analysis was conducted using SPSS 29.0 for descriptive statistics and AMOS 24.0 for confirmatory factor analysis (CFA). The findings revealed that teachers' psychological capital had a significant effect on professional commitment, with well-being serving as a mediator between psychological capital and professional commitment. Gender moderated both the impact of psychological capital on well-being and the mediating role of well-being. This study confirms the resource conservation theory that different types of resources can be transformed or influenced by each other, and psychological assets can help individuals maintain a positive emotional state, thereby strengthening their commitment to their careers.