Research On The Relationship Among Psychological Empowerment, Job Involvement, And Adaptive Performance Of Primary And Secondary School Teachers

How to deal with and adapt to the change of social revolution and educationalenvironment is a big challenge for the teachers. Teachers play a leading role in teachingand educating at school, and teaching behavior of teachers can ultimately affect thedevelopment of students. So performance evaluation of teachers should include teachingbehavior characters in educational revolution which is the content of teachers’ adaption.Through a questionnaire survey,550primary and secondary schools teachers inHeilongjiang and Inner Mongolia were included, and439valid questionnaires wereobtained. The aim of this study is to discuss the relationship among the three variablesof psychological empowerment, job involvement and adaptive performance; to inspectintermediary role of job involvement between psychological empowerment andadaptive performance; to examine the adaption of this mediation model. Finally basedon the findings, this study made useful suggestions for teachers and school management.The results showed that:1. Primary and secondary school teachers showed the individual differences inpsychological empowerment, job involvement, and adaptive level of performance.2. There is significant correlation among psychological empowerment, jobinvolvement and adaptive performance.3. A mediation model was built included psychological empowerment asindependent variables, job involvement as mediating variables, adaptive performance asdependent variables.4. Job involvement mediated the relation partially between psychologicalempowerment and adaptive performance.5. Mediation model had no inter-group consistency in class teachers (Yes or No);Mediation model had inter-group consistency in administrative positions (Yes or No).