Kindergarten organizational climate, preschool teachers' subjective well-being, and psychological security: A latent profile analysis and mediation analysis

Abstract

To explore the relationships among different types of kindergarten organizational climate, preschool teachers' subjective well-being, and psychological security, this study surveyed 287 preschool teachers from mainland China using the Kindergarten Organizational Climate Questionnaire, the Subjective Well-Being Assessment Scale, and the Psychological Security Assessment Scale. Combined with the results of kindergarten organizational climate types derived from latent profile analysis, the study examined the statistical mediating role of psychological security between different organizational climate types and preschool teachers' subjective well-being. The results showed that: (1) The kindergarten organizational climate consisted of three types with pronounced heterogeneity: “Negative Alienation Type” (13.94%), “Balanced and Medium Type” (51.57%), and “Open Harmony Type” (34.49%); (2) Significant differences were found in preschool teachers' subjective well-being and psychological security across the three types, with those in the Open Harmony type exhibiting the highest levels of both variables; (3) Psychological security had a statistically significant mediating association between kindergarten organizational climate and teachers' subjective well-being. Specifically, using the Negative Alienation type as the reference, psychological security showed a significant statistical indirect association between the Balanced and Medium type as well as the Open Harmony type and preschool teachers' subjective well-being.