Relationship between preschool principals' support behavior and teachers' professional capital

Abstract

Previous results concerning the link between preschool principals' support behavior and teachers' professional capital have been mixed. We clarified this relationship by investigating the mediators of (a) individual differences in preschool teachers' perceived effort–reward imbalance and (b) their professional engagement and career development aspirations. Participants were 3,623 preschool teachers in China. We examined the hypotheses using a conditional process analysis. Results showed that principals' support behavior was positively related to teachers' professional capital and their perception of effort–reward imbalance. Further, professional engagement and career development aspirations played a serial mediating role in this relationship. Our results provide theoretical guidance and practical suggestions for kindergarten principals to increase support for teachers and create a work atmosphere that promotes the development of preschool teachers' professional capital.