Research On The Impact Of Psychological Empowerment On Psychology Teachers’ Job Involvement

With the depth of development of mental health education, psychology teachersof primary and secondary school are becoming the focus of academic attention. It ishelpful to the development of mental health education if more researches on how toimprove teachers’ job involvement were taken. Since the researches and tools ofmeasurement and evaluation of psychological empowerment of psychology teacher isstill relatively lacking, it is necessary and high value to develop a standardizedmeasurement tools and discuss status of China’s current psychological empowermentof psychology teachers, therefore to deepen and enrich the study of psychologicalempowerment of psychology teachers.In this study, the investigation is divided into three stages: First, we have10interviews with psychology teachers,50questionnaires of psychology teachers tocollect items for the predicted questionnaire; then, we used the predictedquestionnaire to do a survey and received187valid questionnaires; Finally, we used197valid questionnaires to do the survey.There are analysis of literature, interviewsand questionnaires and other research methods were used, first of all, according topsychometric requested establishment a questionnaire of psychological empowermentof psychology teachers; then, using the questionnaires reveals the status anddevelopmental characteristics psychological empowerment of psychology teachers;finally, discussing the impact of psychological empowerment on psychology teachers’job involvement. Comprehensive the results of this study, we have the followingconclusions:(1)There are five dimensions including autonomy, self-efficacy, job impact, themeaning of work, job status in psychology teachers’ psychological empowerment ofprimary and secondary school.(2)The overall level of psychology teachers’ psychological empowerment ofprimary and secondary school is up moderate, the highest significant factor is themeaning of job, while the lowest significant factor is factor job impact.(3)There is no significant difference in gender, age, education, type of school of psychology teachers’ psychological empowerment of primary and secondary, but thedifference in profession or part-time, teaching experience, the nature of the school,course is significant.(4)There is a significant co-relationship between psychology teachers’psychological empowerment of primary and secondary and job involvement, themeaning of work and job impact can predict the job involvement effectively.According to the conclusion, this study suggests: Primary and secondary schoolsshould be equipped with full-time psychology faculty positions, set up psychologicalcourses, expand psychology teacher professionalism, which help to improve the levelof evaluation of significance and impact of psychology teachers’ work,making themmore vibrant and dedication and focus to psychological counseling and services work.