The Impact Of School Work Team Psychological Capital On Teachers’ Organizational Citizenship Behavior:The Mediating Role Of Job Satisfaction

In the school organization, teachers bear the responsibility of imparting knowledge and educating people to promote the healthy development of students’ body and mind. Teachers’ work is not only the individual labor,and each teacher’s preparing quality and teaching effect largely depend on the teacher’s self requirement and self effort;their work achievement, namely, the growth of the students has a collective, with the need of teachers, the school and other aspects’ common efforts. Therefore, it is far from enough that teachers only finish basic job requirements of their own, still need to make more outstanding role behavior, i.e., organizational citizenship behavior, which will help improve the effectiveness of school organization.Studies have shown, the influence factors of organizational citizenship behavior are individual factor and organizational factor.Positive psychology indicates that psychological capital is an individual positive mental state or psychological resources of someone.According to the conservation of resource theory, in the school context, the higher the teachers’ psychological capital, meaning the more psychological resources,its ability to cope with role stress is higher.Not only can effectively reduce burnout, but also improve the job satisfaction, urging the teachers to make some beneficial behaviors for the overall development of school beyond the role norms, i.e. Organizational citizenship behavior.Therefore, this study takes middle school teachers as the research object to explore the relationship between psychological capital, job satisfaction and organizational citizenship behavior, then further using hierarchical linear model, the research investigates the relationship between school work team psychological capital,job satisfaction and organizational citizenship behavior with a single grade group as a work team. By investigating teachers’ psychological capital, job satisfaction and organizational citizenship behavior from different regions, and statistical analysis of the questionnaires, the conclusions are as follows:(1)Organizational citizenship behavior,task-oriented psychological capital,interpersonal-oriented psychological capital and job satisfaction are significantly positive correlated with each other.(2)Task-oriented psychological capital, job satisfaction have significant differences in terms of gender;organizational citizenship behavior,task-oriented psychological capital, interpersonal-oriented psychological capital and job satisfaction have significant differences in terms of teaching age.(3)At the individual level, job satisfaction plays a partially mediating role in the influence of interpersonal-oriented psychological capital to organizational identification, altruism, initiative; job satisfaction is not a mediator between task-oriented psychological capital and the various dimensions of organizational citizenship behavior.(4)Job satisfaction partially mediates the relationship between work team interpersonal-oriented psychological capital and followers’ organizational citizenship behavior.