PsyCap as a Mediator: Linking School Climate to Teacher Work Engagement in Vietnamese High Schools

Abstract

This study examines the relationships among school climate factors, psychological capital (PsyCap), and work engagement among high school teachers in southern Vietnam. Data were collected from 1,071 teachers and analyzed using covariance-based structural equation modeling (CB-SEM) to test a model in which PsyCap serves as a mediator between school climate factors and teachers’ work engagement. Results indicate that student engagement, teacher-home communication, and staff relations positively influence teachers’ PsyCap, which in turn significantly predicts teachers’ work engagement. The comparison of two models shows that the main model demonstrated adequate fit, supporting the full mediating role of PsyCap, while a competing model testing the direct effects of school climate on work engagement did not provide a superior fit. Teacher-student relations, teacher-student closeness, and student-student relationships had no significant impact on their PsyCap. This study highlights the importance of supportive partnerships and job resources in boosting teachers’ psychological resources and work commitment, aligning with the Job Resources-Demands model of work engagement, positive organizational behaviour, and conservation of resources. In the Vietnamese context, the findings challenge traditional Confucian hierarchies that often hinder open dialogue and collaboration, pointing instead toward a more collaborative model among stakeholders. By shifting away from bureaucratic emphases on compliance and administrative tasks toward genuine teamwork among teachers, staff, and leadership, schools can cultivate supportive environments that prioritize teacher engagement. The absence of significant influence from teacher-student relations, teacher-student closeness, and student-student relationships (apart from student engagement) may limit teachers’ opportunities to innovate classroom practices.