A Study Of Psychological Capital Management Of University Teachers

Teachers are the most important part of human resources and major force in universities. Teachers’ development is closely related to the promotion of education quality and talents training quality in universities, and it also concerns the realization of technological innovation and social service functions of universities. Teachers’ development includes not only teachers’ professional development but also their development as a human. The development of teachers cannot be achieved without the support of their psychological resources, so the management of teachers’ psychological capital should become an organic part of university human resources management. Due to the lack of awareness of the connotation, requirements of university teachers’ development and the function of psychological capital of university teachers, many universities have ignored psychological capital management, which has an impact on teachers’mental health and expansion of potency, even the development of universities was restricted.By intensive arrangement and analysis on domestic and overseas pertinent literature, the author finds there is still further research space even though rich research achievement has been obtained on psychological capital. Most of the previous studies were empirical ones based on theoretical rudiment of psychological capital, and few studies were conducted according to other related theories, which went against the richness and expansion of psychological capital theory. At the same time, there were more researches on outcome variables of psychological capital and few on its antecedent variables. Most objects of research were psychological capital of employees and systematic researches of psychological capital about university teachers were not noticed. The research introduces psychological capital to the management of university teachers. Based on Positive Psychology Theory, Triadic Reciprocal Determinism and Social Exchange Theory, the following issues are dealt with through literature survey, interviews and questionnaire survey:Firstly, the concept, connotation and characteristics of university teachers’ psychological capital management are defined and analyzed as follows:the university teachers’ psychological capital management is the management activities performed to promote teachers’ positive psychological ability, tap their potential, improve their job performance and professional happiness, with enhancing the development of both teachers and schools as the value orientation; The main contents of psychological capital management of university teachers include proper use of psychological capital, maintenance of psychological capital and development of psychological capital. The distinctive characteristics of psychological capital management of university teachers are developmental, systematic and happiness-oriented.Secondly, on basis of Triadic Reciprocal Determinism Theory and referring to the result of practical and interview research, the paper infers organizational influencing factors of psychological capital of university teachers, which are role stress, relationship, teachers’participation in management of university, organizational culture, leader style, organizational support and teachers’management. In the empirical study on the relation of role stress, psychological capital, organizational commitment and employees’satisfaction degree, the following7research hypotheses are put forward:①Role stress of university teachers has prominent negative effect on their psychological capital;②Pychological capital of university teachers has prominent positive effect on their work satisfaction degree;③Psychological capital of university teachers has prominent positive effect on their organizational commitment;④Role stress of university teachers has prominent negative effect on their work satisfaction degree;⑤Role stress of university teachers has prominent negative effect on their work satisfaction degree;⑥Psychological capital of university teachers has intermediation effect between their role stress and work satisfaction degree;⑦Psychological capital of university teachers has intermediation effect between their role stress and organizational commitment. The result of data analysis shows that the hypothesis1-5gets verified and hypothesis6-7gets part verified. Psychological capital of university teachers has incomplete intermediation effect between role stress and work satisfaction degree. This practical research shows that role stress is antecedent variable of psychological capital of university and preliminary proves the action mode of the organization influence factors to psychological capital.Thirdly, according to Triadic Reciprocal Determinism Theory and Social Exchange Theory, the paper constructs the model of psychological capital management of university teachers and holds that universities can influence psychological capital by adjusting and optimizing the organizational environment to change attitude and behavior of teachers to organization. The relationship between university teachers and university organization should be a win-win cooperative relationship and university organization should adopt initiative measures to strengthen psychological contract with university teachers. The basic thoughts of implementing teachers’psychological capital management in universities are confirmed as follows:enclosing the main line of university teachers’ development and relying on professional teachers development institution, the university should form cooperative and linked mechanism of every department, integrate related resources and force of teachers’ development and improve influence factors of psychological capital of university teachers to realize the mutual development of university and teachers. The paper also puts forward the countermeasure of reinforcing psychological capital management of university teachers, which is building active university teachers’ culture, enhancing perceived organization support, perfecting teachers’ incentive mechanism, providing diversified resources support to teachers’ development and building specialized institution for university teachers’ development.Fourthly, following the teachers-centered principle, system principle and construction principle, and using Delphi Method, Analytic Hierarchy Process and Technique for Order Preference by Similarity to an Ideal Solution, the psychological capital management evaluation model with teachers as the main evaluation subject is built. To verify this model, a questionnaire survey of104teachers of5schools is conducted in one university and evaluation of the level of teachers’ psychological capital management in the five schools are also done. The result of data analysis complies with actual situation, which shows the objective effectiveness of this evaluation model.The main innovation and devotion of the research lies in that it introduces psychological capital to the management system of university teachers, and puts forward the idea of psychological capital management of university teachers, and conducts innovative research on the organizational factors influencing the university teachers’ psychological capital management, as well as its management mechanism and evaluation model from different theoretical perspectives. Also, it constructs evaluation model of psychological capital management of university teachers, provides the new train of thought for establishing positive university teaching body and harmonious university organization, and enriches the teachers’ management theory.