The Impaction Of Job Performance On Senior Middle School Teachers’ Working Responsibility

Working responsibility is a stable psychological characteristic that the person can recognizeresponsibility at work,internalize responsibilities into their own contractual obligations,and assume thecorresponding duties intiatively.Although the research of responsibility both domestic and foreign arequite rich.Researches on working responsobility are still rarely.Currently there is no research on seniormiddle school teachers’ working responsibility. The research on senior middle school teachers’ workingresponsibility not only can enrich the scope of working responsibility,but can provide a new perspectiveand better advice for senior middile school teachers to improve performance.On the base of listerature review and the servey about the senior school teachers’ working nature,Thestudy used3questionnares, revised questionnare of senior school teachers’ workingresponsibility,self-control scale and the questionnare of middile school teachers’ performance.The threequestionnaires were used in550senior school teachers to analyze and make the conclusions as below:(1)The revised senior middle school teachers’ working responsibility has5dimensions:dedication,go-aheadism,efficacy,duty and occupational diathesis. This questionnaire has a gooddegree of reliability and validity.Consistency coefficient of the total questionnairen is0.855.Byconfirmatory factor analysis,every fit index reached statistical level.(2)Some significant differences are found in demographic variables in some dimensions and totalscore of working responsibility.In the dimension of occupational diathesis,the score of0-5years’ teachingexperience is significantly lower than the seniority of6-15years and more than15years;the scores of theage of20-30,31-40,41-50are significantly higher than those of over50years old;married teachers’ score issignificantly higher than unmarried teachers’ score;the score of the teachers in Grade1is significantlyhigher than the teacher of other grades;undergraduate education teachers scored significantly higher thanthe other qualifications of teachers.In the dimension of duty,the score of the teacher of specialistqualifications is lower than the teachers of other qualifications.In the dimension of dedication,the score ofclass teacher is significantly higher than other teachers;in the total score,the teacher of specialistqualifications is lower than the teachers of undergraduate qualifications. (3)Dimensions and the total scores of working responsibility significantly correlatd with everydimension of working performance;every dimension of working responsibility significantly correlatd withself-control;and the score of self-control significantly correlated with the two dimensions of workingperformance.(4)Working responsibility can predict working performance.After its accession to theself-control,working responsibility decrease the predictive power of the job performance, Throughstatistical analysis, through self-control,working responsibility can affect job performance,self-control haspartly mediation effects between working responsibility and job performance.