Psychological Capital and Job Performance of Vocational College Teachers: The Mediating Role of Innovation Behavior and Moderating Role of Innovation Climate

Abstract

This study examines the influence of psychological capital (PsyCap) on job performance among higher vocational college teachers in Jilin Province, China, while exploring the mediating role of innovation behavior and the moderating role of innovation support climate. Grounded in Conservation of Resources theory and Positive Organizational Behavior theory, the study addresses how internal psychological resources and external organizational conditions jointly shape performance outcomes. A quantitative cross-sectional survey design was employed, and data were analyzed using structural equation modeling to test direct, mediating, and moderating effects. The findings reveal that PsyCap significantly enhances job performance, both directly and indirectly through innovation behavior. Teachers with higher levels of self-efficacy, hope, resilience, and optimism are more likely to engage in innovative teaching and research activities, which subsequently improve performance outcomes. Additionally, innovation support climate strengthens the relationship between PsyCap and job performance, as well as amplifies the indirect effect through innovation behavior. The results highlight the importance of integrating psychological development and supportive institutional environments in higher education. This study contributes to Sustainable Development Goal 4 (Quality Education) by emphasizing the role of teacher psychological well-being in improving educational quality and outcomes, and SDG 8 (Decent Work and Economic Growth) by promoting productive and sustainable academic work environments. The study concludes that enhancing both psychological capital and organizational support systems is essential for improving vocational education performance and institutional effectiveness.