The Influence Of Junior Middle School Teachers' Work Input And Organizational Citizenship Behavior On Performance

With the rise of positive phychology and the deepening of the reform of secondaryeducation,schools concern about the growth of students,but also pay more attention to thedevelopment of teachers because teachers are teaching activities organizer and leader. Workengagement(WE) is a positive,fulfilling,work-related mental state,it is no longer the increase oftime and energy but a positive state with a sense of high-performance. Organization citizenshipbehavior(OCB) as the behavior beyond the role is displayed by teachers voluntarily whilebenefical to the organization.A high degree of work engagement and good organizationcitizenship behavior no doubt can be working to improve performance and teaching activities ofschools.Therefore,this study collected data from252secondary school teachers with threequestionnaires.The purpose of the study is to investigate the relationship between workengagement, organization citizenship behavior and job performance(JP).So the study can providethe theoretical basis for self development of teachers and teaching management of schools.Themain results are as follows:1. In the study,secondary school teachers’ average score are higher than the median scale ontheWE,OCB and JP.2.The differences of WE,OCB and JP concereing sex,age are not remarkable.3.The differences of WE and JP concereing teaching time are remarkable,but notremarkable in the interpersonal dimension and protection to organization resources dimension ofOCB. In addition, other dimensions of OCB appear remarkable differences. In the remarkablevariables, age1-5years,6-10years, more than26years of teachers are significantly higher thanthose of other ages of teachers.4. There are no significant differences concereing educational background in the WE,personal initiative dimension and task performance dimension, while others have significantdifferences.In general, junior college and below education teachers score higher than teacherswith bachelor’s degree.5. The differences of dedication dimension and attention dimension concereing title are notremarkable, while others remarkable. In general,teachers with the title of senior score higher thanfirst grade teachers.6. There are significant positive correlation between the total score and each dimension ofWE,OCB and JP. 7.In the regression analysis, the three dimensions of WE are predictors of OCB; The vigor,dedication of WE have stronger prediction function in JP, but the prediction effect ofabsorption is not significant;The prediction performance in JP of interpersonal coordination ofOCB is not significant, but other dimensions are significant.8.OCB plays an intermediary role in effect of WE on JP.