Teachers' Psychological Ownership And Research On Organizaional-based Self-esteem And Organizational Citizenship Behavior

Professional psychology of teacher has been noticed by researchers, especially on the relationbetween job satisfaction, organizational commitment and teaching attitude, teaching manner and thejob performance. Some study found that the influence of psychological ownership on worker'sresponsibility, the citizenship behavior and job performance, is higher than that of job satisfaction andorganizational commitment. Therefore, it is imperative to thoroughly study the teacher psychologicalownership, finding out the structure, route and function of teacher psychological ownership, to improvethe teacher's responsibility for school, teaching student and the job quality, which has importanttheoretic and practical meanings. All at times, the study of psychological ownership focus onenterprise. But, teacher wasn't involved in relevant study, so, it is the first time to study teacherpsychological ownership.Based on the review of literatures, we put forward the operational definition of teacherpsychological ownership: the feeling of possession of target (i.e. the school's substance, people andeducational output, and so on). That is, the state in which individuals feels as though the target(material or immaterial in nature) of ownership or a piece of it is "theirs".Based on the theory of psychological ownership, according to operational definition, the results ofopen.ended investigation and interview, we constructed teacher psychological ownership. In the pilottest, we investigated 171 teachers from elementary, middle and high school, and found preliminary theconstruction of teacher psychological ownership by item analysis and exploratory factor analysis. In theformal study, the subject was 1578 teachers from elementary, middle and high school. The datum wasbroken into 2 documents randomly. One was used for EFA, and the other was used for CFA. Thestatistical analysis results indicated that the questionnaire was reliable and valid.On the condition of our investigation, we get the following conclusions:1. The teacher psychological ownership had four dimensions, i.e. feelings of the ownership ofsubstance, feelings of the ownership of people's achievement, feelings of the ownership of studentcollectivity and feelings of the macro-ownership.2. The teacher psychological ownership questionnaire had significant reliability and validity, andcould be used as a tool for survey.3. Overall, the teachers had high psychological ownership, the average was 4, SD fluctuated on 3.5.To some extent, that means the polarization effect existed in the teacher psychological ownership, mostof the teachers have high psychological ownership, some doesn't. Besides the headship title, thepersonal attributes can not influence teacher psychological ownership.As for teachers both instate-owned schools and private schools, there are quite dinstinct difference on the feelings of theownership of people's achievement, feelings of the ownership of student collectivity and feelings of themacro-ownership, compared to the relatively minor difference on the component of feelings of theownership of substance. 4. The routes to psychological ownership. There are three routes, ie control (controlling the target),information (coming to intimately know the target) and equity (investing the self into the target).Thereinto, information and control can effectively predict the teacher psychological ownership; towhich the largest contributor is information, followed by control, excluding equity. Differences on theinformation route has reached a high level, compared with the state-owned schools and the privateschools, which the former is distincter than the latter.5. The relationship among teacher psychological ownership, organizational-based self-esteem andorganizational citizenship behavior is positive and middle, the average is 0.4, other than the lowrelationship between teacher psychological ownership and altruism toward organization. Teacherpsychological ownership and organizational-based self-esteem can effectively predict organizationalcitizenship behavior; to which the main contributor was the factor "the ownership of people'sachievement" and "macro-ownership". Organizational-based self-esteem mediated the relation betweenteacher psychological ownership and organizational citizenship.