ISSN: 2226-6348
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This study explores the relationship between perceived organizational support, work enthusiasm, and psychological capital among dance teachers in higher education institutions in Hebei Province, China. The problem addressed is the limited understanding of how organizational support affects teachers' work enthusiasm, particularly through the lens of psychological capital. The objectives of the study are: to examine the overall levels of perceived organizational support, work enthusiasm, and psychological capital among dance teachers, to explore the correlations among these three variables, to analyze the direct relationship between perceived organizational support and work enthusiasm, and to validate the mediating role of psychological capital between perceived organizational support and work enthusiasm. The study employs a quantitative research methodology with a sample of 179 dance teachers from various higher education institutions in Hebei. A structured questionnaire was used as the instrument, with material focused on perceived organizational support, work enthusiasm, and psychological capital. The data was analyzed using regression analysis and mediation models to test the proposed hypotheses. The theoretical framework is based on social support theory (Cobb, 1976) and psychological capital theory (Luthans et al., 2004). The results indicate that dance teachers in Hebei Province exhibit high levels of perceived organizational support, work enthusiasm, and psychological capital. There is a significant correlation among these three variables, with perceived organizational support having a significant positive impact on work enthusiasm. Moreover, psychological capital plays an important mediating role in this relationship. The findings suggest that enhancing teachers' psychological capital through organizational support can significantly boost their work enthusiasm. Future research could explore the variations in organizational support and psychological capital across different teaching disciplines and educational settings, and investigate the impact of specific interventions aimed at improving teachers' psychological capital.
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