Abstract—This study aimed to understand the relationships among psychological capital, well-being, and teaching efficiency among early childhood educators, to validate the theoretical model of these constructs, and to explore whether psychological capital positively influences well-being and teaching efficiency, as well as whether well-being positively affects teaching efficiency. Finally, it investigated whether well-being mediates the relationship between psychological capital and teaching efficiency. The study employed a questionnaire survey involving 148 early childhood educators from public kindergartens in Chiayi City. Data were analyzed using the Partial Least Squares approach of Structural Equation Modeling (PLS-SEM). The research findings were as follows: (1) The model demonstrated good explanatory power for psychological capital, well-being, and teaching efficiency; (2) Psychological capital significantly positively influenced both well-being and teaching efficiency, suggesting that higher psychological capital is associated with higher levels of well-being and teaching efficiency among early childhood educators; (3) Well-being significantly positively influenced teaching efficiency; and (4) Well-being partially mediated the relationship between psychological capital and teaching efficiency, indicating that psychological capital enhances teaching efficiency through the mediating mechanism of well-being. 
 

Keywords—preschool educators, psychological capital, well-being, teaching efficiency

Cite: Chun-Yen Liao and Kuang-Ming Wu, "The Relationship between Psychological Capital, Well-Being, and Teaching Efficiency among Preschool Educators in Chiayi City of Taiwan," International Journal of Learning and Teaching, Vol. 11, No. 5, pp. 273-278, 2025.

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