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Longitudinal Relationships between Career Satisfaction, Perceived Organizational Support, and Psychological Capital in Teachers

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Bibliographic Details
Title: Longitudinal Relationships between Career Satisfaction, Perceived Organizational Support, and Psychological Capital in Teachers
Language: English
Authors: Luyun Xu (ORCID 0000-0001-9318-2998), Feng Zhu, Weilong Xiao (ORCID 0000-0002-4836-8934), Binghai Sun
Source: Journal of Career Development. 2026 53(2):249-269.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Secondary Education
Elementary Secondary Education
Descriptors: Job Satisfaction, Capital (Sociology), Foreign Countries, Preschool Teachers, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Institutional Characteristics
Geographic Terms: China
DOI: 10.1177/08948453261432574
ISSN: 0894-8453
1556-0856
Abstract: Teachers' career satisfaction (CS), perceived organizational support (POS), and psychological capital (PC) have a significant impact on their professional growth and overall educational quality. However, the interactive dynamics and temporal mechanisms among these variables remain underexplored. This study addresses this gap by employing cross-lagged panel network analysis. A total of 431 Chinese teachers (71.69% female; M = 37.61, SD = 8.78) participated in surveys conducted at two time points. Three centrality indices, out-expected influence (out-EI), in-expected influence (in-EI), and bridge-expected influence (bridge-EI) were used to identify the most important nodes in the POS-PC-CS network. Results showed that POS-1 exhibits the highest out-EI; all five CS nodes displayed relatively high in-EI. Although not ranking highest, the four PC nodes showed comparatively elevated out-EI, in-EI, and bridge-EI. These results offer valuable insights for developing targeted interventions and educational policies that aim to foster positive professional outcomes among teachers.
Abstractor: As Provided
Notes: https://osf.io/tuaws/?view_only=cf316099765e4c1fa03547ffe814fdc2
Entry Date: 2026
Accession Number: EJ1501176
Database: ERIC
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Abstract:Teachers' career satisfaction (CS), perceived organizational support (POS), and psychological capital (PC) have a significant impact on their professional growth and overall educational quality. However, the interactive dynamics and temporal mechanisms among these variables remain underexplored. This study addresses this gap by employing cross-lagged panel network analysis. A total of 431 Chinese teachers (71.69% female; M = 37.61, SD = 8.78) participated in surveys conducted at two time points. Three centrality indices, out-expected influence (out-EI), in-expected influence (in-EI), and bridge-expected influence (bridge-EI) were used to identify the most important nodes in the POS-PC-CS network. Results showed that POS-1 exhibits the highest out-EI; all five CS nodes displayed relatively high in-EI. Although not ranking highest, the four PC nodes showed comparatively elevated out-EI, in-EI, and bridge-EI. These results offer valuable insights for developing targeted interventions and educational policies that aim to foster positive professional outcomes among teachers.
ISSN:0894-8453
1556-0856
DOI:10.1177/08948453261432574