Introduction

The foundation of thriving early childhood education lies in the professional competence and stable development of the preschool teacher workforce (Manning et al., 2019). Currently, countries worldwide are enacting personalized policies and regulations to enhance the overall quality and promote the stability of this workforce (Saracho, 2013; Inoue and Inoue, 2023). This is evident in educational reform initiatives aimed at optimizing its structural composition. However, in recent years, the global construction of the preschool teacher workforce has faced urgent challenges, particularly the escalating levels of professional burnout and significant talent attrition (Liu and Onwuegbuzie, 2012; Califf and Brooks, 2020), which impact the long-term sustainable development of the preschool teacher workforce and pose potential threats to the quality of early childhood education. Therefore, the key to addressing the internal turbulence within the current preschool teacher workforce lies in enhancing their professional worth, increasing job satisfaction, and effectively promoting the stable development of the teacher workforce (Mirošević et al., 2023).

The construction and optimization of the preschool teacher workforce is a multifaceted and systematic endeavor, influenced by factors such as educational policies, social environment, and individual characteristics of educational practitioners (Chong and Lu, 2021). From the perspective of individual teachers, the job satisfaction experienced by preschool teachers stands out as intricately linked to the stability of the teaching staff. It is considered a catalytic force in mitigating turnover intentions (Liu et al., 2023). Elevated levels of job satisfaction not only contribute to heightened work enthusiasm but also fortify organizational commitment and augment job retention (Jadidi, 2022). According to motivation theory, an individual’s work efficiency and quality are directly related to their cognitive attitudes towards work, which, in turn, depend on the degree of need satisfaction and motivating factors (Swiatczak, 2021; Willemse and Deacon, 2015). Among these factors, psychological empowerment, as an individual’s intrinsic experience at work, falls within the conceptual category of “intrinsic motivation” and plays a significant role in improving work perception and enhancing work quality (Ambad et al., 2021). Therefore, the purpose of this study is to investigate in depth how individual psychological empowerment influences cognitive attitudes towards work, effectively enhances job satisfaction, and thereby promotes the steady development and professional advancement of the teacher workforce.

Educator job satisfaction

Educator job satisfaction encapsulates the holistic emotional appraisal and viewpoint held by teachers concerning their vocation, working milieu, and contextual elements. Its predictive factors are complex and diverse, influenced by a combination of external and internal factors. Scholarly investigations underscore the considerable impact of external factors, such as school ethos (Noori, 2023), cultural ambiance (Fang and Qi, 2023), and leadership methodologies (Özgenel et al., 2022), on shaping teacher job satisfaction. Concurrently, intrinsic determinants like age, educational attainment, occupational pressures, and individual psychological factors exert discernible influence on the teacher’s job satisfaction (Pepe et al., 2017). Empirical studies reveal an inverse correlation between job satisfaction and perceived work-related stress (Jentsch et al., 2023), a correlation applicable to preschool educators as well (Lee and Ahn, 2012).

Conversely, the ramifications of teacher job satisfaction extend to job proficiency, engagement, turnover proclivities, and scholastic accomplishments. Research posits that factors such as supervisory practices within leadership negatively impact the job performance of teachers, whereas elements associated with job security yield positive outcomes (Li and Wang, 2022). Furthermore, cross-national investigations substantiate that teacher job satisfaction not only serves as a positive predictor of student academic achievement but also exerts a salutary influence on educational standards (Hoque et al., 2023). The nexus is evident: heightened job satisfaction among preschool educators corresponds to diminished turnover intentions (Cho and Cho, 2013). Consequently, the amelioration of job satisfaction among preschool educators not only contributes to the fortification and steadiness of the educational workforce but also facilitates the unfettered realization of their pedagogical roles, ultimately elevating the standard of education. A nuanced comprehension of teacher job satisfaction, encompassing its determinants and underlying mechanisms, assumes paramount practical importance in nurturing the professional development and maturation of educators.

Psychological empowerment and job satisfaction

Psychological empowerment, a focal point within positive psychology, pertains to the cognitive disposition or collective convictions individuals harbor regarding their sense of “empowerment” (Thomas and Velthouse, 1990). According to empowerment theory, empowerment refers to granting power, primarily by enhancing individuals’ sense of involvement, enabling them to have a greater degree of autonomy and independence, unleashing their inner potential, and thereby enhancing their positive cognition of things (Spreitzer, 1995). In the domain of educators, psychological empowerment accentuates teachers’ confidence in their capacity to influence their professional domain and their manifestation of this conviction through apt external behaviors (Wang and Zhang, 2011). Extant research illuminates that the implementation of psychological empowerment tends to induce positive and proactive behaviors among individuals in their professional sphere, consequently fostering more gratifying work experiences (Zheng and Liu, 2016). Furthermore, the cognitive model of psychological empowerment posits that individuals endowed with elevated levels of psychological empowerment tend to perceive a heightened sense of purpose in their occupational endeavors, accompanied by a manifestation of heightened autonomy. These positive emotional and experiential dimensions, in turn, contribute substantively to individuals’ affirmative assessments of their professional engagements, with those possessing heightened psychological empowerment generally registering augmented levels of job satisfaction (Thomas and Velthouse, 1990).

Despite a dearth of explicit investigations into the nexus between psychological empowerment and job satisfaction within the milieu of preschool educators, certain tangential inquiries indirectly buttress the impact of psychological empowerment on job satisfaction in this particular context. Prevailing research, centered on employees spanning diverse industries, affirms a discernible correlation between psychological empowerment and job satisfaction (Li et al., 2006). Additionally, investigations underscore that psychological empowerment among teachers serves as a significant and positive precursor to job satisfaction (Li and Wang, 2019). Consequently, anchored in the underpinnings of psychological empowerment and existing cognate research, this study posits the hypothesis that psychological empowerment among preschool educators profoundly and positively prognosticates job satisfaction.

Teacher professional identity, psychological empowerment, and job satisfaction

Teacher professional identity encompasses teachers’ comprehensive understanding, experiential depth, and behavioral inclinations toward their vocation, coupled with the internalization of their professional roles (Wei et al., 2013). On one facet, psychological empowerment, positioned as a pivotal psychological facet of intrinsic work motivation, fosters heightened engagement levels and positive attitudes in individuals towards their professional endeavors, augmenting their affiliation with the teaching profession (Thomas and Velthouse, 1990). According to motivation theory, individuals are more likely to experience a sense of alignment between their expectations and working conditions, leading to an enhanced sense of self-worth and identification with their profession when they continuously receive intrinsic task motivation and positive psychological resources, such as the degree of psychological empowerment (Yin et al., 2024). Empirical investigations attest that individuals endowed with elevated levels of psychological empowerment tend to manifest a more pronounced professional identity (Fox et al., 2015). Furthermore, research within diverse educational contexts posits that psychological empowerment notably foretells the development of professional identity among educators (Ding and Xie, 2021).

Conversely, professional identity serves as a pivotal yardstick for gauging occupational well-being among preschool teachers, reflecting their professional convictions and enthusiasm to a considerable degree. Inextricably tied to job satisfaction, social identity theory posits that individual’s identification with their profession significantly contributes to their overall job satisfaction (Hogg et al., 2017). Empirical evidence corroborates a positive correlation between professional identity and job satisfaction (Alexander‐Albritton and Hill, 2015). Central to the job satisfaction paradigm for preschool teachers is the perception of the joy derived from their work. As a positive experience, teachers with a higher sense of professional identification exhibit greater work enthusiasm. They possess a clearer and deeper understanding of their job roles and express satisfaction and a sense of belonging through professional identification, which contributes to increased job satisfaction (Hu and Sang, 2013). Additionally, according to the Job Demands-Resources model (JD-R), individual intrinsic job resources such as psychological empowerment enhance levels of professional identification, promote work engagement, and, consequently, yield high-performance work outcomes (Bakker et al., 2005). Hence, it is discernible that the psychological empowerment of preschool teachers may exert an influence on their job satisfaction by its impact on their professional identity. Building upon this foundation, we posit Research Hypothesis 2: Professional identity among preschool teachers mediates the relationship between psychological empowerment and job satisfaction.

Current study

Taking a comprehensive perspective, there has been a substantial body of research dedicated to exploring job satisfaction among preschool teachers. Nonetheless, there exists a compelling need for further investigation into the factors and mechanisms influencing job satisfaction. The psychological empowerment of preschool teachers serves not only as a reflection of the institutional support for their professional growth but also encapsulates the perceptions and competencies of individuals within this empowerment framework. It functions as a litmus test, indicating the genuine effectiveness of “empowerment” within the preschool context. Therefore, within the framework of accentuating humanistic care and managerial practices for educators, it becomes imperative to scrutinize the factors impacting job satisfaction through the lens of preschool teachers’ experiences with psychological empowerment.

Moreover, the construct of professional identity stands out as a pivotal gauge for assessing occupational well-being, intricately interwoven with the job satisfaction levels of preschool teachers. According to the motivation theory and the JD-R model, and grounded in existing research delineating the interplay among job satisfaction, professional identity, and psychological empowerment in the realm of teaching, this study explicitly concentrates on unraveling the dynamics between job satisfaction and psychological empowerment within the domain of preschool teaching. Furthermore, it probes into the mediating role of professional identity in shaping this intricate relationship. The outcomes of this inquiry are anticipated to furnish tailored recommendations aimed at fostering the stable and enduring evolution of the preschool teaching profession. This study proposed the following two hypotheses: (1) psychological empowerment among preschool educators profoundly and positively prognosticates job satisfaction; (2) professional identity among preschool teachers mediates the relationship between psychological empowerment and job satisfaction. The mediation model is shown below (Fig. 1).

Fig. 1
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The mediation model of this study.

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Methods

Participants

Following the principles of convenience and inclusivity, questionnaires were distributed through the QuestionStar platform to invite preschool educators nationwide to voluntarily and anonymously participate. A preamble, outlining the study’s intent and ensuring confidentiality, was presented to educators at the questionnaire’s outset. Furthermore, ethical endorsement was secured from the pertinent institutional ethics committee associated with the researcher’s academic institution. Upon collection of the questionnaires, a total of 601 questionnaires were reviewed based on two criteria: reasonable response time (greater than 120 s) and adherence to regular response patterns. Eventually, 533 valid questionnaires were obtained, resulting in an overall effectiveness rate of 88.69%. Regarding the educational attainment of teachers, considering that undergraduate education has not been widely achieved among kindergarten teachers in China (MOE, 2022), the educational attainment options were categorized as below undergraduate level, and bachelor’s degree or above. Comprehensive details about the participants are elucidated in Table 1.

Table 1 Demographic characteristics of participants (N = 533).
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Measures

The survey instrument comprises four distinct sections. The first part collects demographic information, including variables such as marital status (Salman, 2015), teaching experience (Crisci et al., 2019), school type (Lopes and Oliveira, 2020), and academic qualifications (Zhou et al., 2021), which have been found to impact teachers’ job satisfaction and professional identity. Regional differences, such as the urban-rural factor, were excluded from the survey analysis as they have not shown significant effects on job satisfaction (Nyamubi, 2017) and professional identity (Jiang, 2024) in previous studies. The second to fourth sections contain the preschool teacher psychological empowerment questionnaire, professional identity questionnaire, and job satisfaction scale, respectively.

Preschool teacher psychological empowerment questionnaire

In this investigation, we employed the “Preschool Teacher Psychological Empowerment Questionnaire” developed by Jin et al. (2020). This questionnaire, which originated from a reputable academic journal, is the first instrument in China specifically designed to assess the psychological empowerment status of preschool teachers. Its rigor and professionalism have been acknowledged by researchers (Yao et al., 2023). This questionnaire encompasses a total of 22 items. It comprises four dimensions: namely, work meaning, self-efficacy, autonomy, and impact, including statements such as “The work I do in kindergarten holds great meaning for me.” Responses are gauged on a five-point Likert scale, from 1 (completely disagree) to 5 (completely agree). Higher elevated scores on this scale denote a higher level of psychological empowerment.

In the current study, the Cronbach’s alpha coefficient of the questionnaire was 0.941. Furthermore, the Cronbach’s α coefficients for the four sub-dimensions were 0.917, 0.904, 0.908, and 0.872, respectively. These coefficients suggest acceptable internal consistency. Additionally, confirmatory factor analysis revealed χ²/df = 3.674, CFI = 0.934, IFI = 0.934, TLI = 0.925, and RMSEA = 0.071, indicating the robust structural validity of the questionnaire. This attests to the questionnaire’s suitability for application to the participants within the purview of this study.

Preschool teacher professional identity questionnaire

The adaptation of the Preschool Teacher Professional Identity Questionnaire was derived from the Teacher Professional Identity Scale, initially formulated by Wei et al. (2013), which has been extensively utilized in research on measuring teachers’ professional identity, earning recognition for its credibility and reliability. In this study, necessary modifications were implemented to tailor it for the specific demographic of “preschool teachers.” Notable adjustments included the replacement of the term “teacher” in the original scale with “preschool teacher.” For instance, the statement “I am proud to mention that I am a teacher when introducing myself” underwent revision to read as “I am proud to mention that I am a preschool teacher when introducing myself.” The questionnaire comprises 18 items in total, delineated across four dimensions: professional values, role values, professional belongingness, and professional behavioral tendencies. Employing a five-point Likert scale, ranging from “completely disagree” to “completely agree,” the scoring spans from 1 to 5. Elevated scores are indicative of a heightened level of professional identity within the cohort of preschool teachers.

The questionnaire’s internal consistency was gauged through the calculation of the overall Cronbach’s α coefficient, yielding a value of 0.916. Additionally, Cronbach’s α coefficients for the four sub-dimensions, namely professional values, role values, professional belongingness, and professional behavioral tendencies, were determined to be 0.836, 0.909, 0.658, and 0.774, respectively. While the reliability coefficient for the professional belongingness dimension met the acceptable threshold, the coefficients for the remaining sections were deemed robust, underscoring the questionnaire’s commendable internal consistency.

Further scrutiny involved a confirmatory factor analysis, resulting in χ²/df = 5.142. The fit indices, CFI = 0.901, IFI = 0.902, TLI = 0.883, and RMSEA = 0.088, collectively affirm the questionnaire’s sound structural validity. In summation, the questionnaire attested to both good reliability and validity within the parameters of this study.

Preschool teacher job satisfaction questionnaire

We employed the Job Satisfaction Survey formulated by Schriesheim and Tsui, a widely recognized instrument for assessing job satisfaction within the domain of preschool teaching (Lu and Luo, 2021; Wang and Qin, 2015). This survey constitutes a unidimensional scale encompassing six items designed to gauge individuals’ contentment across various facets of their professional engagement. These facets include job intensity and stress, relationships with leadership, interactions with colleagues, compensation, opportunities for promotion, and an overarching assessment of satisfaction. As an illustration, one survey item asserts, “I am very satisfied with the promotion opportunities within the organization.” Employing a five-point Likert scale, respondents appraise their satisfaction levels, ranging from “extremely dissatisfied” to “extremely satisfied,” thereby assigning scores between 1 and 5. Elevated scores correlate with heightened levels of job satisfaction among preschool educators.

For this particular study, the Cronbach’s α coefficient for the employed questionnaire attained a value of 0.890, indicating commendable reliability and suitability in appraising job satisfaction within the demographic of preschool teachers under examination. Additionally, results from the confirmatory factor analysis are reported as follows: χ²/df = 10.495, GFI = 0.941, AGFI = 0.862, and RMSEA = 0.134. Considering that the scale is a one-dimensional scale containing only 6 items, the fitting index shows that the questionnaire has basic validity.

Common method bias

Common method bias control methods can be categorized into procedural control and statistical control (Zhou and Long, 2004). By safeguarding survey subjects’ anonymity and minimizing measurement question speculation, common method bias can be controlled to a certain extent at the source (Podsakoff et al., 2003). Consequently, the instructions for this study emphasized the non-disclosure of personal information and the utilization of survey results solely for academic research purposes, thereby achieving procedural control objectives. Additionally, statistical control was conducted using Harman’s single-factor analysis in this study. The results revealed seven factors with eigenvalues greater than 1, and the first common factor accounted for 39.07% of the total variance, falling below the critical threshold of 40%. These findings indicate the absence of significant common method bias effects in this study.

Statistical analysis

This research employed descriptive statistical analysis to scrutinize the comprehensive landscape of psychological empowerment, professional identity, and job satisfaction among preschool teachers. The exploration of interconnections among these variables was facilitated through Pearson correlation analysis. Moreover, hierarchical regression analysis was undertaken to elucidate the predictive role of psychological empowerment, along with its dimensions, in shaping job satisfaction. This analysis incorporated the control of pertinent demographic variables, namely marital status, years of experience, preschool type, and educational attainment.

Furthermore, regression models were constructed to unveil the associations between psychological empowerment, professional identity, and job satisfaction within the context of preschool teaching. The analysis was conducted by the PROCESS for SPSS, a tool devised by Hayes, deploying the Bootstrap method to rigorously examine the potential mediating effect of professional identity on the correlation between psychological empowerment and job satisfaction among preschool educators.

Results

Status of psychological empowerment, professional identity, and job satisfaction

A comprehensive examination of descriptive statistics was undertaken to ascertain the mean scores and standard deviations for each variable among preschool teachers. Following this, a correlation analysis was executed to scrutinize the interconnections among psychological empowerment, professional identity, and job satisfaction within the cohort of preschool educators. As seen in Table 2, there were significantly positive correlations between psychological empowerment and both professional identity (r = 0.704, p < 0.01) and job satisfaction among preschool teachers (r = 0.668, p < 0.01), as well as between professional identity and job satisfaction (r = 0.693, p < 0.01). According to the supplementary explanation of statistics on the normal distribution test, the absolute value of kurtosis <10 and the absolute value of skewness <3, then there is no serious violation of normal distribution in the range. In this study, the kurtosis (KI) of psychological empowerment is 0.589 and the skewness (SI) is −0.299. The kurtosis of professional identity is −0.279 and the skewness is −0.300. The kurtosis of job satisfaction is 0.076 and the skewness is −0.585, indicating that this study does not seriously violate the normal distribution (Kline, 2023).

Table 2 Mean scores of the three variables and their correlation analysis (r value), normal distribution test.
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Regression analysis of psychological empowerment on job satisfaction

To enhance precision in probing the interplay of core variables, a hierarchical regression analysis was undertaken to scrutinize the predictive influence of psychological empowerment on job satisfaction within the cohort of preschool teachers. Initially, the three-tiered variable denoting years of professional experience underwent dummy coding. Following this, marital status, the dummy-coded variable for years of experience, educational attainment, and the nature of the preschool were incorporated as control variables in the inaugural step. Subsequently, the independent variable of interest, psychological empowerment, was introduced into the regression equation. As delineated in Table 3, even with the meticulous adjustment for demographic factors, psychological empowerment exhibited a statistically significant and positive association with job satisfaction among preschool educators (β = 0.209, p < 0.001). The discerned change in R2 from Model 1 to Model 2 amounted to 0.452, denoting that psychological empowerment elucidated 45.2% of the variability in job satisfaction within the preschool teacher cohort.

Table 3 Regression analysis of preschool teachers’ psychological empowerment on job satisfaction.
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Moreover, to cultivate a more profound comprehension of the influence wielded by each facet of psychological empowerment on the job satisfaction of preschool teachers, the dimensions of psychological empowerment—namely, the meaningfulness of work, self-efficacy, autonomy, and impact—were incorporated as independent variables within the regression framework. The ensuing outcomes are delineated in Table 4. As per the tabulated results, solely the dimensions of “meaningfulness of work” and “impact” exhibited statistically significant and positively inclined associations with job satisfaction among preschool teachers (p < 0.001). Specifically, the β coefficient for “meaningfulness of work” manifested as 0.597, surpassing the β value of 0.224 attributed to “impact,” signifying a more robust predictive influence of the meaningfulness of work dimension on the job satisfaction of preschool teachers.

Table 4 Regression analysis of preschool teachers’ psychological empowerment dimensions on job satisfaction.
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In conclusion, it is evident that psychological empowerment exerts a substantial and positive impact on the job satisfaction experienced by preschool teachers. Upon closer examination of the sub-dimensions inherent in psychological empowerment, it becomes apparent that solely the facets of “meaningfulness of work” and “impact” stand out as noteworthy predictors, exhibiting a statistically significant and positive association with job satisfaction in the realm of preschool teaching. Consequently, the affirmation of hypothesis 1 within the context of this study is warranted.

Mediating effect of professional identity in the relationship between psychological empowerment and job satisfaction

The outcomes derived from the correlation analysis aforementioned reveal notable associations among psychological empowerment, professional identity, and job satisfaction within the cohort of preschool educators. These correlations meet the requisite statistical criteria, justifying a more in-depth exploration into the mediating influence of professional identity (Wen and Ye, 2014). In pursuit of a more precise understanding of the interplay between the key variables, several control variables, namely marital status, educational attainment, preschool type, and years of experience, were meticulously considered. The mediation model 4 was selected using the Hayes PROCESS for SPSS Bootstrap method (Bootstrap = 5000), with psychological empowerment as the predictor variable, job satisfaction as the result variable, professional identity as the mediator variable, and demographic variable as the control variable. The hypothesized mediation model is tested and the regression equation between the variables is output.

The outcomes of the regression analysis, as presented in Table 5, underscore the substantial predictive influence of psychological empowerment on job satisfaction within the cohort of preschool teachers (B = 0.209, p < 0.001). Notably, a statistically significant prediction is also observed in relation to professional identity (B = 0.539, p < 0.001). Even upon the introduction of the mediating variable, professional identity, the predictive capacity of psychological empowerment remains statistically significant in relation to job satisfaction (B = 0.115, p < 0.001). The outcomes of the mediation analysis, delineated in Table 6, underscore that both the direct impact of psychological empowerment on job satisfaction and the mediating influence of professional identity. This led to significant mediating role of professional identity (a * b = 0.094, 95% CI = [0.010, 0.074]) The direct effect of psychological empowerment on job satisfaction remained significantly (c’ = 0.115, 95% CI = [0.017, 0.082]).

Table 5 Regression analysis between variables in the intermediary model.
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Table 6 Analysis of total, direct and mediating effects.
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This outcome implies that psychological empowerment not only exerts a direct impact on job satisfaction among preschool teachers but also exercises an indirect influence on job satisfaction through the intermediary role of professional identity. In essence, professional identity serves as a partial mediator in the relationship between psychological empowerment and job satisfaction among preschool teachers, substantiating the second hypothesis posited in this study. Additionally, through the computation of relative effect values, it was ascertained that the mediating role of professional identity in the model accounts for 44.98% of the overall effect, signifying that nearly half (44.98%) of the impact of psychological empowerment on job satisfaction among preschool teachers is mediated by professional identity.

Discussion

The impact of psychological empowerment on job satisfaction among preschool teachers

The findings of this investigation reveal a positive correlation between psychological empowerment and job satisfaction in preschool teachers. This implies that a perceived adequacy of psychological empowerment corresponds to a heightened sense of job satisfaction. This correlation finds theoretical support in both Self-Determination Theory and the Two-Factor Theory. Firstly, as posited by Self-Determination Theory, the extent to which individuals experience positive emotions, such as satisfaction, hinges upon the fulfillment of their autonomy, relatedness, and competence needs (Ryan and Deci, 2000). Accordingly, elevated psychological empowerment, integral to autonomy and competence within the job, satisfies these fundamental needs, thereby fostering job satisfaction. Simultaneously, in alignment with the JD-R model, psychological empowerment operates as a job resource supporting the professional development of preschool teachers, meeting their needs for self-efficacy, autonomy, and a sense of belonging (Bakker and Demerouti, 2007). This, in turn, heightens positive emotions, including job satisfaction. Individuals endowed with substantial psychological empowerment are predisposed to greater autonomy and competence in their professional roles, contributing significantly to job satisfaction. Furthermore, psychological empowerment, functioning as a work resource, augments individuals’ sense of self-determination and competence, establishing a positive reciprocal relationship that sustains job satisfaction levels among preschool teachers. Secondly, the Two-Factor Theory posits that the fulfillment of motivating factors in the workplace results in heightened job satisfaction (Frederick, 2003). Viewed as a form of psychological potential energy, psychological empowerment serves as an intrinsic motivator, propelling individuals to accomplish tasks and derive positive, meaningful outcomes. Consequently, an elevated level of psychological empowerment is intricately linked to an augmented perception of job satisfaction among preschool teachers, as substantiated by the inherent mechanisms of psychological empowerment.

This investigation has unveiled the impact of diverse dimensions of psychological empowerment on the job satisfaction of preschool teachers. The findings delineate that solely the dimensions of “meaningfulness of work” and “impact” within psychological empowerment emerge as significant predictors of job satisfaction, with the former exhibiting a superior level of predictive potency. The “meaningfulness of work” dimension encapsulates the amalgamation of an individual’s professional ethics, role cognition, and occupational identity, constituting a pivotal wellspring of impetus for personal progression and professional growth. Within the milieu of preschool teaching, educators commonly derive a sense of meaningfulness through multifaceted channels, encompassing the observation of children’s advancement in pedagogical practice, the receipt of affirmative feedback from parents in collaborative home-school initiatives, and the cultivation of a convivial and cooperative work environment with colleagues. These encounters contribute substantively to teachers’ sentiments of achievement, worth, proficiency, and purpose, consequently fostering elevated levels of job satisfaction. Furthermore, the Job Characteristics Theory posits that individuals perceiving the meaningfulness of their work, comprehending their job responsibilities, and encountering the consequences of their efforts are predisposed to cultivate positive work attitudes. The theory underscores that the more probable the occurrence of these three distinct psychological states, the more robust the intrinsic motivation and heightened job satisfaction of individuals (Hackman and Lawler, 1971). In this vein, the inference is that when preschool teachers perceive a profound sense of meaning in their work and recognize the impact they wield, they are likelier to undergo the three psychological states accentuated by the Job Characteristics Theory. This, in turn, culminates in the perpetuation of an elevated plane of job satisfaction.

Nevertheless, the outcomes of this investigation suggest that self-efficacy and autonomy wield no substantial influence on the job satisfaction of preschool educators. This departure from analogous studies primarily concentrated on corporate employees (Li et al., 2006) could be ascribed to the distinctive milieu of preschool pedagogy. On one facet, preschool instructors are mandated to engage in tailored classroom instruction and administration, grounded in the developmental phases and unique requisites of each child. Consequently, they frequently exercise a noteworthy degree of independence in executing teaching duties, orchestrating lesson plans, and crafting educational playthings—a latitude that might not distinctly shape their job contentment (Nygård, 2017). On the other hand, confronted with the individual idiosyncrasies and uneven progress of their charges, educators grapple with diverse instructional scenarios and educational objectives (Penttinen et al., 2020). This diversity in teaching contexts and the characteristics of their pupils may engender variations in how educators perceive self-efficacy, as well as in their assessments of their professional performance and competencies. Consequently, their job satisfaction may be more susceptible to the influence of external determinants, rather than being intricately entwined with their self-efficacy perceptions.

The mediating role of occupational identity in the relationship between psychological empowerment and job satisfaction

This research elucidates the cogent mediating role of occupational identity in the pathway by which psychological empowerment shapes job satisfaction among preschool teachers. Put differently, the psychological empowerment experienced by preschool educators not only bears a substantial positive predictive impact on job satisfaction but also wields a discernible influence on job satisfaction by way of occupational identity.

Primarily, the positive anticipation of occupational identity in preschool teachers is forecasted by psychological empowerment. In alignment with the cognitive model of psychological empowerment, acting as an intrinsic motivator, it catalyzes the active involvement of individuals in their professional responsibilities. This involvement, in turn, enables them to discern the inherent value and significance of their work within a conducive work environment, thereby intensifying their affiliation with their vocation (Zhang and Bartol, 2010). In practical terms, preschool educators characterized by elevated levels of psychological empowerment consistently perceive a heightened sense of “empowerment” emanating from kindergarten leadership, colleagues, parents, and students. This heightened perception fosters a profound sense of acknowledgment, triggering an organic surge of passion and dedication to their professional duties. Such heightened psychological empowerment instigates a proactive orientation toward professional advancement, cultivating a positive occupational mindset, fortifying their perceived self-efficacy, and ultimately elevating their occupational identity. Consequently, a direct correlation prevails the more pronounced the psychological empowerment in preschool educators, the more elevated their occupational identity becomes.

Furthermore, as preschool educators align themselves with and fully embrace their vocation, they cultivate favorable perceptions and encounters within their professional realm, thereby engendering elevated job satisfaction. The tenets of social identity theory posit an inherent human inclination to establish and uphold a positive self-concept, with one’s chosen profession serving as a pivotal facet of personal identity. The act of identifying with one’s professional role entails the construction of a constructive self-assessment, as elucidated by Hogg et al. (2017). This affirmative regard for their career fosters heightened self-awareness and proactive engagement in their duties. Elevated occupational identity correlates positively with the likelihood of preschool educators experiencing constructive emotional states, ultimately contributing to heightened job satisfaction. Those educators possessing a robust occupational identity commonly manifest an augmented sense of duty and affiliation with the domain of early childhood education. In the face of educational challenges, they adopt a proactive stance, as expounded by Zhai et al. (2023). Their satisfaction in the role of preschool educators emanates from a profound connection with their identity and a cultivated sense of pride, thereby amplifying overall job satisfaction levels.

In conclusion, the mediating role of occupational identity illuminates the mechanism by which psychological empowerment shapes job satisfaction among preschool educators. Put differently, the psychological empowerment of preschool teachers catalyzes augmenting job satisfaction, exerting its influence through the conduit of occupational identity. Beyond merely validating pertinent theories through empirical evidence, this mediation model yields valuable insights and establishes a trajectory for the continued evolution of theories about the professional trajectories of educators. Moreover, this mediating framework holds pragmatic implications, offering empirical substantiation for the enhancement of job satisfaction within the preschool teaching cohort. Fostering the cultivation of psychological empowerment and elevating the levels of occupational identity stands poised to elevate job satisfaction among preschool educators, thereby fostering the auspicious development of education and pedagogy.

Conclusions and practical implications

In summary, this investigation draws the subsequent conclusions. Initially, there is a notable and affirmative correlation between the psychological empowerment of preschool educators and job satisfaction. This correlation is particularly underscored by the substantial predictive influence of the meaningfulness of work and the impact dimensions within psychological empowerment. Secondly, the connection between psychological empowerment and job satisfaction is found to be partially mediated by the occupational identity of preschool teachers.

In light of the research outcomes, recommendations are proffered to cultivate elevated levels of psychological empowerment and occupational identity among preschool teachers, aiming at augmenting their job satisfaction. These suggestions emanate from the vantage points of both the preschool institution and individual educators.

For early childhood education institutions, the imperative lies in fortifying the provision of humanistic care and cultivating an environment characterized by active participation and empowerment. Psychological empowerment emerges as a consequence of individuals discerning and evaluating their circumstances within the professional milieu, signifying that the amelioration of the working environment stands as a pivotal avenue to augment psychological empowerment. Consequently, administrators within preschools ought to accord paramount significance to the cultivation of a democratic and humanistic participatory milieu. This necessitates the honoring of fundamental rights inherent to educators and the establishment of an expansive, liberal space conducive to professional development and maturation. This objective can be realized through the institution of administrative systems and managerial approaches that uphold principles of equity, transparency, and democracy. Such a framework would also entail a reverence for teachers’ autonomy in the realm of pedagogy, the fostering of their initiative, and the elevation of humanistic care through a diverse array of bidirectional communication channels. In succinct terms, the enhancement of psychological empowerment among preschool educators mandates the creation and sustenance of an open, democratic, and empowering milieu.

For individual educators, the focal point should center on self-development and the proactive enhancement of professional competence. The crux of individual psychological empowerment is rooted in the perception of being empowered. While the external support conditions facilitated by the preschool hold significance, the linchpin to psychological empowerment lies in educators’ active engagement. Simultaneously, educators serve as the central architects in shaping their occupational identity, underscoring the imperative of actively refining one’s attributes to sustain professional identity. Consequently, educators themselves play a pivotal role in discerning and augmenting psychological empowerment and occupational identity. Preschool educators are advised to heed the following considerations: firstly, cultivating an awareness of active involvement in and adept management of preschool responsibilities. Secondly, a continual commitment to enhancing professional competence and formulating robust career development plans. Lastly, acquiring the skill to proactively adapt, establish judicious self-evaluation, and thereby attain scientifically sound occupational identity and psychological empowerment.