Research On The Influence Mechanism Of University Teachers’ Job Performance Based On The Perspective Of Psychological Capital

Chinese universities face the problem of how to usher in qualitative changes after experiencing a long time of accumulation. As the saying goes, hundred years’ policy based on education; while the education policy based on teachers. It is acknowledged that university teachers are the subject of research and teaching work, and improving the teachers’ job performance levels is a long-term mechanism for higher education institutions to obtain permanent power. For this purpose, the universities need to break up the traditional management concept, develop and cultivate an important strategic resource with value-added effects, and encourage teachers to convert pressure into the endogenous dynamic, thereby stimulating teachers’ potential ability, which would make it more actively involved in teaching and research work to promote job performance, so as to increase the organization performance and core competitiveness. Based on the psychological capital perspective, this paper takes teachers in Chinese universities as the research object, and studies the mechanism of improving university teachers’ job performance on the basis of the conclusion that psychological capital has a direct impact on job performance. The paper focuses on what role the innovative behavior and the innovation support climate plays in the relationship between psychological capital and job performance.This paper attempts to achieve the following research objectives:(1)To examine the direct impact of the psychological capital on job performance of university teachers, in order to improve the performance of university teachers to find a new positive way.(2)To reveal the mediating role of innovation behavior in the relationship between psychological capital and job performance of university teachers, to open the "black box” of the "psychological- output" up from the individual behavior perspective, and to clarify the individual innovative behavior is the intermediate path from the positive mental state to the good performance output.(3)To explore the moderating effect of the innovation support climate on the relationship between psychological capital and job performance of university teachers, and to analyze the interaction effect of environmental factors and personal factors in improving the job performance of university teachers.(4)To reveal the influence mechanism of the interaction between the three factors of psychological capital, innovation support climate and innovative behavior.Combining normative and empirical research methods, this paper uses the questionnaires method to collect required data, uses correlation analysis, regression analysis and structural equation model to analyze the influence of psychological capital on research performance and teaching performance, and finally came to the following empirical conclusions:(1)Psychological capital has a significant positive impact on job performance of university teachers. Among them, the impacts of self-confidence, hope and optimism on the performance of the research are positive while self-confidence and toughness have a positive effect on the teaching performance.(2)The innovative behavior plays an intermediary role in the relationship between psychological capital and job performance. The idea generation plays fully intermediary effect on the relationship between psychological capital and research performance, while concept implementation plays a partial intermediary role on the relationship between psychological capital and teaching performance.(3)The innovation support climate plays a positive moderating role in the relationship between psychological capital and job performance. The university support has a positive moderating role on the relationship between psychological capital and research performance while the universities support and leadership support have a significant positive moderating effect on the relationship between psychological capitals and teaching performance.(4)The joint effect of innovation behavior and innovation support climate in the relationship between psychological capital and job performance is partially substantiated. The intermediary role of innovative behavior in the relationship between psychological capital and research performance is significantly and positively moderated by innovation support climate, while the intermediary role of the innovative behavior in the psychological capital and teaching performance does not adjusted by innovation support climate.This paper has the following innovations:(1)Analysis of the problems of university teachers’ job performance based on a new theoretical perspective of psychological capital.(2)Revealing the mechanism of the university teachers’ job performance influenced by psychological capital through the innovation behavior.(3)Discovering a positive moderating effect of innovation support climate on the relationship between “psychological capital — job performance” and “psychological capital — innovation behavior —job performance”.(4)Enlarging the practical application of psychological capital theory in the field of Chinese universities. This paper points out that investment and development on the psychological capital for college teachers will become effective and aggressive management means, combined with stimulating university teachers’ innovative behavior and cultivating innovation support climate, providing theoretical guidance for university teachers’ performance management practice.