学前教育不仅是我国国民教育体系的重要组成部分，还关乎着中国亿万儿童健康发展的福祉。建设一支高质量、专业化的幼儿园教师队伍是关系我国新时代发展和民族振兴的伟大事业。本研究基于“良好的胜任力水平是高质量幼儿园教师队伍的直接表征”、“丰富的心理资本是幼儿园教师群体对于工作的现实诉求”、“强大的专业发展个人能动性是幼儿园教师的内生驱动力”以及“教师心理资本对胜任力的影响机制亟待厘清”的研究背景，提出了“幼儿园教师的心理资本与其胜任力之间的关系是什么”、“专业发展个人能动性在幼儿园教师心理资本影响其胜任力的过程中起到何作用”、“幼儿园教师的职业幸福感水平会如何作用于心理资本影响胜任力的过程”三大研究问题，旨在探究幼儿园教师心理资本与其胜任力之间的关系、教师专业发展个人能动性和职业幸福感在该关系中的具体作用机制，同时为幼儿园教师胜任力提升的相关实践提供循证支持。

为回应研究问题，本研究基于“工作-资源”（JD-R）模型和“幸福2.0”（PERMA）理论和相关研究，构建了以幼儿园教师“心理资本→专业发展个人能动性→胜任力”理论模型，并引入职业幸福感作为调节变量，提出了6项研究假设。随后，本研究在基于国内较成熟量表的基础上修订并改进了针对于幼儿园教师群体的心理资本、胜任力、专业发展个人能动性与职业幸福感问卷，收集了浙江省内所有地级市在职幼儿园教师样本557份（数据清洗后有效样本476份），运用单因素方差分析、验证性因子分析、相关分析和结构方程模型的效应检验对于研究数据进行了有层次的解构与探索，得出“幼儿园教师心理资本可以正向预测其胜任力”、“幼儿园教师的专业发展个人能动性在心理资本与胜任力之间的中介作用显著”、“幼儿园教师自身的职业幸福感水平不仅能够显著负向调节专业发展个人能动性影响胜任力的过程，并且可以显著负向调节专业发展个人能动性在心理资本影响胜任力过程中的中介作用”三条研究结果。

同时，基于研究结果，本研究的研究结论有四：“积极的心理状态有利于提升幼儿园教师的综合教学工作能力表现”、“在专业发展实践过程中发挥内部潜能与提升内驱力的个人品质，是幼儿园教师群体积极的心理状态提升其综合教学工作能力表现的重要机制解释之一”、“高职业幸福感相比低职业幸福感水平的幼儿园教师，其在专业发展及教育实践过程中的运用发挥内部潜能与提升内驱力的个人品质提升综合教学工作能力表现的总体效果相对较弱”、“高职业幸福感水平的幼儿园教师相比低职业幸福感的教师，其内部潜能与提升内驱力的个人品质在积极的心理状态提升其综合教学工作能力表现的过程中的中介机制解释性有所降低”。此外，本研究也根据结论与讨论提出了“要重视幼儿园教师群体心理资本的开发与积累”、“要聚焦低职业幸福感水平幼儿园教师群体专业发展个人能动性的培养”、“要积极探索高职业幸福感幼儿园教师群体胜任力发展与提升的前因变量和中介机制”三点建议。

Preschool education plays a significant role in China's national education system and is essential for the well-being and healthy development of millions of Chinese children. Therefore, the development of a high-quality and professional team of preschool teachers is crucial for the country's new era and national revitalization. This study is based on the research background of the direct correlation between competence levels and high-quality preschool teachers, the practical demands of preschool teachers for work in terms of rich psychological capital, the endogenous driving force of preschool teachers' individual professional development agency, and the need to clarify the mechanism of teacher psychological capital's influence on competence. The study aims to explore the relationship between preschool teachers' psychological capital and their competence, the mechanism of individual professional development agency, occupational Well-Being in the process above, and provide evidence-based support for improving preschool teachers' competence.

To address the research question, this study constructs a theoretical model based on the "Job Demands-Resources" (JD-R) model and the "PERMA" theory, focusing on the relationship between preschool teachers' psychological capital, individual professional development agency, and competence. The study also incorporates occupational well-being as a moderating variable and proposes six research hypotheses. Based on established domestic measurement scales, the study revised and improved questionnaires for measuring psychological capital, competence, individual professional development agency and occupational well-being of preschool teachers. Data was collected from a sample of 557 employed preschool teachers in in Zhejiang Province. After data cleaning, a hierarchical deconstruction and exploration of the research data was conducted using one-way analysis of variance, confirmatory factor analysis, correlation analysis, and structural equation modeling. Three research results were reached: preschool teachers' psychological capital can positively predict their competence, individual professional development agency of preschool teachers plays a significant mediating role between psychological capital and competence, and Occupational well-being of preschool teachers not only significantly negatively moderates the impact of professional development personal agency on competence but also significantly negatively moderates the mediating role of professional development personal agency between psychological capital and competence.

Based on the research results, this study summarizes four conclusions: positive psychological state can enhance the comprehensive teaching ability of preschool teachers, the development of internal potential and personal qualities that enhance intrinsic motivation during the professional development process is one of the important mechanisms by which the positive psychological state of preschool teachers improves their comprehensive teaching performance, and compared with preschool teachers with low occupational well-being, those with high occupational well-being have a weaker overall effect on improving comprehensive teaching performance through the use of internal potential and personal qualities that enhance intrinsic motivation during professional development and educational practice, and the explanatory power of the mediating mechanism of internal potential and personal qualities that enhance intrinsic motivation in the process of enhancing comprehensive teaching performance by preschool teachers with high occupational well-being is reduced compared with that of teachers with low occupational well-being. Besides, the study concludes with three recommendations: to attach importance to the development and accumulation of preschool teachers' psychological capital, to focus on cultivating the individual professional development agency of preschool teachers with low occupational well-being, and to actively explore the antecedents and mediating mechanisms of the development and improvement of the competence of preschool teachers with high occupational well-being.