LAUSR

This study investigated the underlying relationships among teachers’ psychological capital, emotional labor and vocational well-being in the multicultural and multiethnic context of China. Data was collected from 729 secondary school teachers working in the Xinjiang Province. The results indicated that psychological capital, as an important positive psychological resource, could positively affect emotional labor and vocational well-being. The effect of psychological capital on vocational well-being was partially mediated by emotional labor, and the mediation effect was invariance across ethnicities (minority vs Han). The results also showed that there are similarities and differences in magnitudes and interrelationships of the three core variables between Han and minority teachers, which could be explained by an interweaving of the specificity of minority culture and commonality of Chinese collectivistic culture. The study presented theoretical and practical implications for the development of teachers’ positive resources and capabilities in a multicultural educational context.