ArticleFrontiers in psychology2026
Network analysis of psychological capital: mapping interconnected dynamics in teacher wellbeing and professional commitment.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
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- Erratum issued
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3 authors.
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Abstract
Introduction: Junior high school teachers increasingly face occupational stressors linked to heightened anxiety and attrition, underscoring the urgency to identify psychological resources that sustain wellbeing and professional commitment. While psychological capital (PsyCap), comprising self-efficacy, hope, resilience, and optimism, is recognized as a buffer against burnout, prior studies often treat it monolithically, neglecting sub_dimensional dynamics and contextual moderators. Methods: A total of 1,271 junior high school teachers participated in this study. They completed a 26_item PsyCap scale, the 15_item PERMA Questionnaire (measuring positive emotion, engagement, relationships, meaning, and accomplishment), and a 16_item Professional Commitment (PC) Questionnaire. Network analysis was employed to examine the interrelationships among PsyCap sub_dimensions, wellbeing components, and professional commitment. Results: Network analysis revealed that positive emotion demonstrated the highest strength centrality, suggesting its central position within the network structure. Self_efficacy and resilience also played important roles as key psychological resources linking psychological capital and teacher wellbeing. Hope exhibited high bridge centrality, connecting goal_oriented pathways to career commitment, whereas optimism showed limited bridging roles, potentially reflecting cultural inclinations toward pragmatic hope over abstract optimism. Node strength demonstrated moderate_to_high stability (CS_coefficient = 0.749), but betweenness centrality declined in subsampling analyses (50% subsampling: Discussion: These findings advance a sub_dimension_specific framework, emphasizing that dynamic interactions, rather than aggregate PsyCap scores, drive educators' vocational resilience. Methodologically, network analysis outperformed traditional latent variable models in capturing non_linear dynamics. Culturally tailored interventions prioritizing hope and resilience, rather than generalized optimism, are recommended to optimize teacher support systems. This study highlights the critical role of context_sensitive, network_informed approaches in occupational health research and policy design.
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