Kyei Anane Ampofo
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Kyei Anane Ampofo has a total of 8 co-authors. Here are the top co-authors by number of shared publications:
- Dominic Owusu
Department of Guidance and Counselling, Faculty of Educational Foundations, University of Cape Coast, Cape Coast, Ghana
1 shared publication - Enoch Mensah
Department of Education and Psychology University of Cape Coast Cape Coast Ghana
1 shared publication - Eric Boateng
University of Cape Coast, Ghana
1 shared publication - Ernest Opoku
University of Cape Coast, Ghana
1 shared publication - Francis Arthur
Department of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape Coast
1 shared publication - Ibrahim Osumanu
Department of Educational Psychology University of Connecticut Mansfield Connecticut USA
1 shared publication
Latest Publications
- Open Access
- 29 August 2026
- Published by Wiley in MultiPsych
- Vol. 1 (3) , e70015
Psychological Capital, Subjective Well‐Being and Professional Commitment Among Teachers: A Behavioural Mediation Model
Purpose: Teaching is widely recognised as a psychologically demanding profession, with sustained exposure to work‐related stressors posing risks to teachers' mental well‐being and professional functioning. Drawing on the ‘Job Demands‐Resources model and Self‐Determination Theory’, this study examined how teachers' psychological capital (PsyCap), a core positive psychological resource, relates to ‘professional commitment (PC)’ and whether ‘job satisfaction (JS) and subjective well‐being (SWB)’ mediate this relationship. Method: A ‘descriptive cross‐sectional survey design’ was employed, with data collected from 225 basic school teachers using a simple random sampling technique. ‘Partial least squares structural equation modelling (PLS‐SEM)’ was utilised to test the proposed direct and mediating relationships among the study variables. Finding: The results indicated that PsyCap had significant positive effects on ‘teachers' job satisfaction, subjective well‐being, and professional commitment’. Subjective well‐being partially mediated the relationship between ‘PsyCap and professional commitment’, highlighting well‐being as a key psychological mechanism linking personal psychological resources to work‐related behavioural outcomes. In contrast, ‘job satisfaction neither predicted professional commitment nor mediated the PsyCap‐commitment’ relationship. Conclusion: Psychological capital enhances teachers' professional commitment primarily through subjective well‐being rather than job satisfaction. Educational authorities should strengthen teachers' psychological capital and well‐being to sustain commitment and improve professional outcomes in demanding educational contexts.
- 29 August 2026
- Published by Wiley in MultiPsych
- Vol. 1 (3) , e70015
Open AccessPsychological Capital, Subjective Well‐Being and Professional Commitment Among Teachers: A Behavioural Mediation Model
Purpose: Teaching is widely recognised as a psychologically demanding profession, with sustained exposure to work‐related stressors posing risks to teachers' mental well‐being and professional functioning. Drawing on the ‘Job Demands‐Resources model and Self‐Determination Theory’, this study examined how teachers' psychological capital (PsyCap), a core positive psychological resource, relates to ‘professional commitment (PC)’ and whether ‘job satisfaction (JS) and subjective well‐being (SWB)’ mediate this relationship. Method: A ‘descriptive cross‐sectional survey design’ was employed, with data collected from 225 basic school teachers using a simple random sampling technique. ‘Partial least squares structural equation modelling (PLS‐SEM)’ was utilised to test the proposed direct and mediating relationships among the study variables. Finding: The results indicated that PsyCap had significant positive effects on ‘teachers' job satisfaction, subjective well‐being, and professional commitment’. Subjective well‐being partially mediated the relationship between ‘PsyCap and professional commitment’, highlighting well‐being as a key psychological mechanism linking personal psychological resources to work‐related behavioural outcomes. In contrast, ‘job satisfaction neither predicted professional commitment nor mediated the PsyCap‐commitment’ relationship. Conclusion: Psychological capital enhances teachers' professional commitment primarily through subjective well‐being rather than job satisfaction. Educational authorities should strengthen teachers' psychological capital and well‐being to sustain commitment and improve professional outcomes in demanding educational contexts.