High School Teachers' Organizational Identification And The Investigation Of The Influence Factors

With the deepening of the modern education reform, the phenomenon of teachers’ drop-out is destroying China’s education, and the high school teachers’drop-out seems particularly prominent. Studies have shown that, the psychological links’fracture between schools and teachers is an important reason to the teachers’drop-out. While as a special psychological variables, organizational identification is used to characterize the psychological links between the individuals and organizations, and investigate the psychological links between high school teachers and school organizations, and explore the various influencing factors and their relationships, which is an important way to solve this problem of high school teachers’drop-out and improve school effectiveness.This research mainly uses the literature analysis and questionnaire analysis of research methods to access to the current status of high school teachers’organizational identification, on this basis, to actively explore the influencing factors of high school teachers’organizational identification, and get the study conclusions and recommendations. This study is divided into the following sections:Part one, the theoretical basis of the high school teachers’organizational identification. Based on systematic analysis and combing the organizational identification theory, figuring out the connotation and related concepts of the organizational identification and teachers’organizational identification then defining them, tracing the origin of influencing factors’measurements of the organization identification, to determine the basic measurements’dimensions of organizational identification’s influencing factors for high school teachers.Part two, the empirical investigation of high school teachers’organizational identification and its influencing factors, and discussions of the results. On the basis of the first part, the study’s concept and research design are determined. The study got the sample data of high school teachers’organizational identification and its influencing factors through questionnaires to high school teachers, and descriptive analysis, correlation analysis and regression analysis and other statistical methods used to analyze the results of the survey. In order to get quantitative data of the study, then analyze and discuss them deeply.Part three, the conclusions and recommendations. The study educed several important conclusions based on the empirical investigation:1. High school teachers have an agree attitude to the school organization currently, but the level of it has yet to be upgrade.2. There are no significant correlation between teachers’teaching subjects and high school teachers’organizational identification, and between teachers’sex and high school teachers’organizational identification.3. There is significant correlation between organizational prestige and high school teachers’organizational identification, and organizational identity, transformational leadership, communication satisfaction are also significantly related to high school teachers’organizational identification.4. Teachers’age and level of education, organizational justice, organizational rival, and work satisfaction are associated with high school teachers’organizational identification, and these relationships are positive correlation; but there is a negative correlation between teachers’work experience and high school teachers’organizational identification. Based on the in-depth discussion of the conclusions, the author brings forward the proposals of the study from multiple perspectives for school administrators to enhance the high school teachers’organizational identification level, and provides some reference opinions for the related research in the future.