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2026-01-23
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How to Cite
The impact mechanism of psychological capital on teaching efficacy among vocational college teachers in industry-education integration context: The mediating role of perceived organizational support
Qiyue Song
IQRA Business School, Geomatika University Malaysia
DOI: https://doi.org/10.59429/esp.v11i1.4329
Keywords: psychological capital; teaching efficacy; perceived organizational support; industry-education integration
Abstract
Industry-education integration has transformed vocational education systems fundamentally, giving rise to advanced demands on instructors who must link theoretical training with real industry needs. This study is to investigate the mediating effect mechanism of psychological capital on the effectiveness of instruction for vocational college instructors, with a special emphasis on the mediating role of perceived organizational support. Following Conservation of Resources Theory and Social Exchange Theory, a cross-sectional survey design was employed to collect data via a survey of 463 vocational teachers working in China's industry-education integration pilot schools. Structural equation modeling revealed that psychological capital had strong direct (β = 0.31, p < .001) and indirect predictions of teaching efficacy through perceived organizational support. Bootstrap mediation analysis affirmed that perceived organizational support partially mediated the psychological capital-teaching efficacy link, and the indirect effect accounted for 38.0% of the total effect (β = 0.19, 95% CI [0.14, 0.25]). The combined model accounted for 42.7% variance in teaching efficacy. Additional analyses demonstrated that involvement in industry-education integration moderated the psychological capital-teaching efficacy link with larger effects obtained for teachers that were highly involved. These findings can be seen as contributing to theoretical explanations related to the psychological processes involved in teacher efficacy in vocational education contexts and are relevant to empirical recommendations related to institutional support regarding support systems and teacher training related to improving teacher quality in industry education articulation arrangements.
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