The Working Pressure And Psychological Capital Of Teachers Working In Training Institutions Upon The Job Performance

Based on the previous researches, this thesis attempts to make a further exploration about the relationship among working pressure, psychological capital and job performance. Specifically, taking working pressure as the independent variable, this thesis makes a deep analysis of the functional mechanism between the working pressure and job performance of knowledge workers, taking psychological capital as the intermediary variable and job performance as the consequent variable.This thesis employs questionnaire to collect data, and then uses SPSS 13.0 software to make an analysis of the obtained data, three hundred teachers working in training institutions in Nanjing as the respondents. On the basis of the descriptive statistics of teachers’working pressure, psychological capital and the job performance, this thesis makes an investigation of difference tests on demographic variables and also makes a correlation analysis among the working pressure, social support and job performance. Applying the multivariate regression analysis, this thesis inspects the predictive effect of social support upon the working pressure and job performance as well as the predictive effect of working pressure upon the job performance. In addition, the intermediary variable indicates the intermediary role of psychological capital in the aspect of working pressure on the job performance. In this thesis, it is found that:(1) There exists a significant difference in gender, age, working years and monthly income and position--the four aspects of demographic variables--of the teachers’psychological capital, and this thesis also proves the existence of sharp difference in teachers’working pressure upon working years and monthly income. Besides, the job performance of teachers proves the marginal significant on the difference of job position.(2) The working pressure of teachers correlated significantly with their psychological capital; and there exists significant correlation between working pressure and job performance; similarly, the psychological capital of teachers is closely interrelated to their job performance.(3) The working pressure of teachers as well as the different facets of their psychological capital has a predictive effect on their job performance; and also the psychological capital of teachers serves as the intermediary between working pressure and job performance.This thesis extends and enriches the relevant studies, and it serves as the theoretical basis for the management and intervention of working pressure both for training institutions and teachers themselves.