The Researches On Measurement Of University Teachers’ Professional Psychological Capital And It’s Influence On Job Performance

This study has sorted out the results related to the psychological capital job performance and social support at home and abroad. Combining with the professional nature of the university teachers in China, this study explores the structure professional psychological capital and the effect on job performance on the basis of these results. The professional psychological capital is an active core psychological element manifested in the process of career development. It is a standard psychological state that is in line with the standard of the positive organizational behavior and it will generate the positive competitive advantage to the individual career development and organizations. Adopting reasonable and effective strategies to measure,develop and manage the professional psychological capital of university teachers, colleges and universities can obtain positive returns from the professional mental ability of teachers so that it will form a benign upward spiral effect and personal and organizational competitive advantages. Developed by excellent teachers at the beginning and thus form the excellent organization of colleges and universities. The development and management of university teachers’ professional psychological capital will play a very important role in the promotion of the human resource management performance of university teachers. Therefore, it will has of great theoretical and practical significances to the research of university teachers’ professional psychological capital.First of all, this study bulit the initial scale throught collecting declarative sentences about the behavior event of the professional psychological capital and classifying including 18 critical interviews from 8 university,102 open questionair from 3"211 "university teachers.Then selected 713 university teachers in China as samples and got the data through questionnaires and started statistical processing of the project analysis, exploratory factor analysis, reliability and validity analysis and experimental factor analysis to further refining project. Eventually built the best dimension scales of chinese university teachers’professional psychological capital. The scale structure belongs to a second-order and four-factor model and is composed of 65 test items including the cognitive capital, emotional capital, will capital and human capital four second-order categories and eleven first-order factors:wisdom, self-efficacy, optimism, well-being, civilization, resiliency, self-control, gratitude, cooperation, forgiveness, reliance and love. At the same time, this study has compared the merits of second-order and four-factor model and five other competitive models by using the model of structure equation analysis method. The test results show that the second-order and four-factor model is the ultimate matching model of university teachers’professional psychological capital. The reliability and validity indicators of the scale are well able to meet the requirements of surveying, the university teachers’ professional psychological capital scale developed by the study has a reasonable structure and it can become an assessment tool of the university teachers ’professional psychological capital.Secondly, based on the social support theoretical model of Xiao Shuiyuan, we have used project analysis、exploratory factor analysis、experimental factor analysis methods and other statistical methods to build social support scale for university teachers by the steps such as literature research, pre-trial and formal testing. The scale consists of 13 items, including three dimensions:subjective support, objective support and utilization of support. The test results show that social support scale for university teachers has a reasonable structure.The reliability and validity indicators of the scale are well able to meet the requirements of surveying。Thirdly, with "University Teachers’ Professional Psychological Capital Scale" and "Job Performance Scale",we used correlation and regression analysis to measure for 718 university teachers from 8 university (including 286 teachers from "211 "university and 432 from other university), we found that there was significant correlation of the university teachers’ professional psychological capital and job performance.The total professional psychological capital and it’s dimensions of cognitive capital,emotional capital and will capital of university teacher have positive forecast effect on job performance.Fourthly,we have used hierarchical regression and structural equation techniques to explore and to verify the effects of social support on professional psychological capital and its dimensions and job performance. The results have showed that the regulating effect of social support and its each dimension between professional psychological capital and job performance are not significant; The mediating effect of social support, subjective support and objective support between professional psychological capital and job performance are both significant, however, the mediating effect of the utilization of support between professional psychological capital and job performance are not significant. This indicates that the various dimensions of professional psychological capital has not only a direct impact on job performance, but also an indirect impact on job performance by social support.Fifthly, we have used a pretest-postest experimental design of control group to carry out micro-intervention experiments of the professional psychological capital for 30 university teachers in Jiangxi province. Experimental results of covariance have showed that there are significant differences between the experimental group and the two control groups about level changes of professional psychological capital and its four dimensions. After the group advantage training of professional psychological capital, the professional psychological capital level of both micro-intervention group and job performance has been significantly improved; At the same time, the statistics results have also showed that the development of short-term, highly focused micro-interventions increases the level of the university teachers’professional psychological capital and job performance so as to produce a great return on investment.Sixthly, we have carried out descriptive statistica analysis and difference analysis between the level of the university teachers’ professional psychological capital of 718 teachers of 8 colleges and universities of China by using "the University Teachers’ Professional Psychological Capital Scale". We has found that the average of the university teachers ’professional psychological capital and its factor is at the middle level; The average of four second-order factors of the professional psychological capital are (from high to low) human capital,emotional capital, cognitive capital and will capital through the T test, variance analysis and multiple comparison procedures. Making demographic variables as independent variables and professional psychological capital and factors as the dependent variable, the result of a single-factor analysis of variance has showed that the levels of the university teachers ’professional psychological capital and its factors had varying degrees of significant differences in gender, occupation, education level, work time and profession; however, there was not detect significant differences at different ages.Finally, according to the above conclusion, we have put forward the development strategy of the university teachers’professional psychological capital.