Research On Relationship Among Psychological Capital, Core Self-evaluations And Job Involvement Of High School Teachers

With large numbers of mental problems such as occupational stress, burnout and mental exhaustion and other related issues emerging among teachers in recent years, people are increasingly aware of the importance of psychological capital in teachers’work and job satisfaction. And they also increasingly convince that positive psychological resource can promote teachers’career advancement and success. Core self-evaluation is a new tendency in recent years in the field of personality research. It is the most basic individual evaluation and therefore can predict job involvement more stably. This paper attempts to study the relationship among psychological capital, core self-evaluation and job involvement of high school teachers. In this study, we use the " Psychological Capital Questionnaire" by Luthans,’ Core Self-evaluation Scale" revised by domestic scholars Dujian Zheng et al and " Work Engagement Scale " revised by domestic scholars Zhang Yiwen and Gan Yiqun to conduct a survey on teachers in four high schools in Wuhan City, Hubei Province, and using SPSS16.0and AMOS17.0to analyze the522collected sample data.The results are as follows:(1) The overall psychological capital of high school teachers is at the upper-middle level, in which confidence dimension is at the highest overall average level, followed by hope dimension and mental toughness dimension, the positive dimension is at the lowest overall average level. Independent sample t test and variance analysis results indicate that differences of psychological capital in gender, age, seniority, job title and whether being head teacher or not are not significant.(2) The overall core self-evaluation of high school teachers is at the upper-middle level. Multi-factor variance analysis results indicate that difference of core self-evaluations of high school teachers is significant in gender in the total score, the male high school teachers get significant higher core self-evaluation scores than women high school teachers. (3) The overall job involvement of high school teachers is at the upper-middle level, the difference of job involvement of high school teachers is significant in gender and whether being head teacher or not in the total score. Male high school teachers get significant higher job involvement total score than female high school teachers, head teachers get significant higher job involvement total scores than teachers who are not head teacher. The difference of job involvement of high school teachers is not significant in age, seniority and job title.(4) There is a significant positive correlation among psychological capital, core self-evaluations, job involvement of high school teachers.(5) Psychological capital and core self-evaluations both can predict job involvement significantly.(6) Core self-evaluations can be both mediating and regulatory role between psychological capital and job involvement...