The Structure Of School Teachers' Working Responsibility And The Correlative Study

As an important component of the big five Personality factors, the sense of responsibility is always a hot topic in psychological academic area and management. The research of responsibility was original from the western countries. Recently, domestic researchers have carried out some investigations on responsibility, aiming to children, adolescent, students and employees. However, investigations aiming to teachers are very rare, in particular, to those who work in primary or high schools.Working responsibility, as an important part of responsibility, is very important, which can not be instead, in teachers'career and in the schools'development and reformation. Working responsibility on employees has been studied by many researchers, but working responsibility that on teachers is less reported.The working responsibility is studied for teachers who work in primary and high schools in this research. Paper review, interview and questionnaire survey are carried out to investigate the contents and structure of the working responsibility. Moreover, the relationships between working responsibility and the following factors, such as, demographic variable, internal-external control personality tendency, job satisfaction, burnout and task performance, are analyzed. The contents and results are listed as following:(1) Using open-end questions, 59 teachers, 80 students and 27 parents are surveyed. On the basis of depth interview to 3 teachers and papers review, preliminary test questions are established on the work responsibility for teachers in primary and high schools.(2) Preliminary test questions are implemented to 410 teachers in primary and high schools. Four-factor model is presented by the questions analysis and exploratory factor analysis. The four factors are listed as, dutiful, punctual, students caring and diligent. Reliability analysis parameters of the four factors are good. Coefficient of internal consistency of total questionnaire is 0.886, and coefficient of internal consistency of partial questionnaire is above 0.710. (3) Formal test questions are implemented to 1408 teachers in primary and high schools. The results of confirmatory factor analysis show good characteristic of fitting parameters of four-factor model, as well as validity analysis.(4) Variance analysis on demographic variable of working responsibility shows significant difference on the following dimensions: gender, class adviser if or not, age, marital status, working age, positional titles and teaching grade.(5) The analysis results on the score of above-mentioned dimensions and different questionnaire show that, significant positive correlation between internal-external control personality tendency and the three factors: dutiful, punctual, students caring; significant positive correlation between job satisfaction and the score of above-mentioned dimensions; significant negative correlation between burnout and the score of above-mentioned dimensions; significant positive correlation between task performance and the score of above-mentioned dimensions.(6) Regression analysis for the dimensions of working responsibility, locus of control, job satisfaction, job burnout and task performance of primary and high school teachers showed that: locus of control, job satisfaction and working responsibility can predict 36.8% of task performance. Locus of control points and job satisfaction had influence on task performance with the help of working responsibility.(7) The relations was presented in a full model among dimensions of primary and high school teachers with locus of control, working responsibility, job satisfaction and task performance.