Yang Jialing, Wang Xinghua, Hong Huifang
Faculty of Education, Beijing Normal University, Beijing 100875, China.
Department Name, Quanzhou Institute of Educational Science, Quanzhou 362000, China.
Behav Sci (Basel). 2025 Jan 30;15(2):149. doi: 10.3390/bs15020149.
This study investigated early childhood education (ECE) teachers' workplace fun and its relationship with their psychological capital and work engagement, both of which are crucial elements in improving their work efficiency. The relationship was investigated using quantitative methodology. Hypotheses and conceptual models were tested by structural equation modeling (SEM) on the raw data from 196 full-time ECE teachers via questionnaire surveys that investigated ECE teachers' experiences of four aspects of workplace fun (i.e., formal fun activities, supportive practices for fun, coworker socializing, and fun job responsibilities). It was revealed that fun job responsibilities positively predicted the work engagement of ECE teachers. Furthermore, supportive practices for fun at ECE centers can indirectly predict the work engagement of teachers via the mediating effect of psychological capital. Based on the findings of this study, suggestions are provided to enhance teachers' work engagement, including implementing supportive practices for fun by organizational management and promoting enjoyment in teachers' job responsibilities.
本研究调查了幼儿教育（ECE）教师的工作场所乐趣及其与心理资本和工作投入的关系，这两者都是提高其工作效率的关键要素。采用定量方法对这种关系进行了调查。通过结构方程模型（SEM）对196名全职幼儿教育教师的原始数据进行分析，检验假设和概念模型，这些数据来自问卷调查，该调查探究了幼儿教育教师在工作场所乐趣四个方面（即正式娱乐活动、对乐趣的支持性做法、同事社交和有趣的工作职责）的体验。结果表明，有趣的工作职责能正向预测幼儿教育教师的工作投入。此外，幼儿教育中心对乐趣的支持性做法可通过心理资本的中介作用间接预测教师的工作投入。基于本研究的结果，提出了提高教师工作投入的建议，包括组织管理实施对乐趣的支持性做法以及促进教师在工作职责中的愉悦感。
