The Relationship Among Job Stress, Psychological Capital And Career Adaptability Of High School Teachers

Career adaptability is a kind of ability to adapt to the change of professional environment and solve the practical problems in the development of their own career. In the individual career development path, the appropriate job stress will improve the excitement and efficiency in work. But long-term repeatedly work stress will lead to a series of adverse reactions. Psychological capital is a positive psychological resource owned by individuals. Individual external job stress and inner psychological capital are two important factors affecting individual professional adaptability. Furthermore, job stress, psychological capital and career adaptability are three important concepts for the growth of high school teachers. Therefore, this study aims to revise the measurement scale in career adaptability of high school teachers, and on this basis to explore the relationship among career adaptability, job stress and psychological capital.The study includes two parts. The first one is the revision of the high school teachers’ career adaptability scale, the second research explores the relationship among the high school teachers’career adaptability, job stress and their psychological capital. This research fills out the scale by using the cluster sampling method from three high schools in Chengde, which chose 600 high school teachers at the beginning of reiteration and 621 high school teachers as retest. Through the statistical analysis, the following main conclusions are drawn:1. The revision of the career adaptability scale for high school teachers concludes four factors:career concern, career control, career curiosity and career confidence, a total of 15 projects; the scale which has good reliability and validity, can effectively measure the career adaptability of high school teachers;2. There exist significant differences in terms of gender, age, maximum educational level, professional title, grade in their teaching, class supervisors, school site and school type. Male high school teachers career adaptability score higher; High school teachers under the age of 30 score higher in their career adaptability; High school teachers with bachelor degree and graduate degree scores higher in their career adaptability; Teachers in second rank of career adaptability score higher; The non-graduating teachers career adaptability score higher; The non-class teachers career adaptability scores higher; Township high school teachers score high; General high school teachers score higher;3. There exist significant differences in terms of gender, age, maximum educational level, professional title, grade in their teaching, class supervisors, school site and school type. Male high school teachers job stress score higher; High school teachers over the age of 45 score higher in job stress; Associate degree high school teachers job stress score higher; Teachers in first rank high school teachers job stress score higher; The graduating class teachers job stress score higher; The class teachers job stress score higher; City high school teachers job stress score higher; Key high school teachers job stress score higher;4. There is a significant negative correlation among the total score of job stress score and the total score of career adaptability score, career concern, career control, career curiosity. There was a significant negative correlation between the total score of job stress and the total score of psychological capital and all dimensions. There is a significant positive correlation with the total score of career adaptability and the total score of psychological capital and all dimensions.5. Regression analysis showed that the job stress and psychological capital of high teachers have a significant predictive effect on career adaptability. The higher the level of high school teachers of psychological capital, the lower the job stress, the stronger their career adaptability.