A Study Of The Relationship Between Primary And Secondary Teacher’s Psy-Cap And Work Engagement On The Basis Of JD-R Model

Primary and secondary school teachers are backbone of the practice of education reform in our country. The level of work engagement affects both their own career and personal development, and the students’ growth and development. Thus, attention and research is particularly important to their level of work engagement.Many of previous researches on work engagement are based on the working environment factors, the JD-R model, for instance. There are hardly researches which bring personal resources and individual positive mental ability in the model. As an individual positive psychological ability, psychological capital may play the role of motivating positive energy in the process of promoting work engagement. Therefore, this research draw psychological capital into the JD-R model,and explores the role psychological capital play in the process of affecting work engagement.By investigating teachers’psychological capital, work engagement, work demand and work resource from different regions, and statistical analysis of the questionnaires, this study reaches the following conclusions:(1)There are significant difference among the work engagement and psychological capital of teachers:the male teachers score significantly higher than female teachers in vigor, self-efficacy, enterprising, humor; teachers in junior high school and primary school score significantly higher than that in senior high school in dedication and absorption; vigor, absorption and enterprising first increasing then decreasing with teaching age, while self-efficacy keep increasing and Enthusiasm go lower first then back to high level with teaching age.(2) The psychological capital of teachers are significantly correlated with work demand, work resources and work engagement; Task-oriented psychological capital has main effect on work demand, work resources and work engagement, Interpersonal-emotional-oriented psychological capital has main effect on quantitative demand, skill demand, social support, dedication and absorption.(3) Task-oriented psychological capital affect different dimensions of work engagement through decision authority and social support, Interpersonal-emotional-oriented psychological capital affect different dimensions of work engagement through social support.(4)Teachers’ psychological capital adjust quantitative demand’s effect on vigor and dedication, skill demand’s effect on absorption. Teachers’ work resources adjust emotional demand’s effect on dedication.