A Study Of The Relationship Among School’s Teaching Climate, Teacher’s Psychological Empowerment And Organizational Citizenship Behavior

As the engineers of Chinese basic education reform, primary and middle school teachers are related to the national destiny, the more higher the whole team quality of them are, the more higher the level of basic education can improve. Take the primary and middle school teachers as the object of study, the study prepared the questionnaire of teaching climate in the school through the literature review and open questionnaire investigation, analyzed the situation of teaching climate, psychological empowerment and organizational citizenship behavior, explored the interaction among the factors to get the facts of education work and to construct the team of school’s teachers.The main conclusions are as follows:(1) The questionnaire of the teaching climate has29item, it can be divided five factors as teaching order, teaching input, teaching focus, teaching development, teaching responsibilities.(2) The overall teaching climate of primary and middle school was in superior level, teaching climate had significant differences in education, teaching phase and school nature, Among the teaching climate, teaching order had significant differences in age, teaching age and education; teaching input had significant differences in age, teaching age, marital status and education; teaching focus had significant differences in sex and teaching title; teaching responsibilities had significant differences in education. The teacher’s psychological empowerment had significant differences in age, teaching age, marital status, education and school nature. The organizational citizenship behavior had significant differences in age, teaching age, education, teaching title and school nature.(3) There was a significant positive relationship between school’s teaching climate and teacher’s organizational citizenship behavior; teaching responsibilities and teaching focus can predict positively the situation of the organizational citizenship behavior. There was a significant positive relationship between school’s teaching climate and teacher’s psychological empowerment; teaching responsibilities, teaching input and teaching focus can predict positively the situation of the psychological empowerment. The teacher’s psychological empowerment showed significant positive relationship; working status, self-efficacy and working influence can predict positively the organizational citizenship behavior.(4) The psychological empowerment played a partial mediating role in school’s teaching climate and organizational citizenship behavior.