From resources to efficacy over time: a longitudinal study of psychological capital, emotion regulation, and teacher self-efficacy

There is a significant mediating effect of ER in the relationship between PsyCap and TSE among Chinese primary school teachers. Higher levels of PsyCap promote adaptive emotion regulation, which in turn enhances teachers' self-efficacy. These findings provide longitudinal evidence for the psychological mechanisms underlying teacher self-efficacy and offer practical implications for professional development programs targeting teachers' psychological capital and emotion regulation skills.