Latent Profiles of Mindfulness and Psychological Capital Among Preschool Teachers: Associations With Perceived Organizational Climate and Occupational Well-Being

Abstract Background: Positive psychological resources may be important for preschool teachers’ adaptation to demanding work contexts and their occupational well-being. However, limited research has examined how mindfulness and psychological capital are configured within individuals from a person-centered perspective. This study aimed to identify latent profiles of mindfulness and psychological capital among preschool teachers, examine whether perceived organizational climate was associated with profile membership, and compare occupational well-being across profiles. Methods: A total of 977 preschool teachers participated in this study. Latent profile analysis was conducted using indicators of mindfulness and psychological capital. The R3STEP procedure was used to examine the statistical association between organizational climate and latent profile membership, and the BCH approach was used to test differences in occupational well-being across profiles. Results: Four latent profiles were identified: low mindfulness-moderate psychological capital (18.7%), moderate mindfulness-low psychological capital (32.4%), high mindfulness-high psychological capital (14.1%), and moderate mindfulness-high psychological capital (34.8%). Perceived organizational climate was significantly associated with profile membership, such that more positive climate perceptions were linked to a greater likelihood of belonging to the two relatively resource-rich profiles. Occupational well-being also differed significantly across profiles, with the two high psychological capital profiles reporting the highest levels. Conclusions: Preschool teachers showed substantial heterogeneity in the configuration of mindfulness and psychological capital. A more supportive organizational climate was associated with more favorable psychological resource profiles, and the relatively resource-rich profiles were also characterized by higher occupational well-being. These results suggest that a person-centered approach may help clarify heterogeneous resource configurations among preschool teachers and may offer a useful basis for more tailored support.