Research On The Characteristics And Intervention Of Middle School Teachers' Psychological Capital

With the rise of positive psychology,there is a growing focus on one's own strengths,potential for "individual general enthusiasm of the core psychological factor" psychological capital interest more and more researchers,it is a development of the endogenous active resources to improve job performance and organizational competitive advantage.This study aimed at the characteristics of exploration of middle school teachers' psychological capital and its relationship with work engagement,and the ways and methods to improve the middle school teachers' psychological capital.This study includes the following parts: the first is to explore the characteristics of middle school teachers' psychological capital and its relationship with work engagement.Therefore,We randomly selected a total of 402 teachers from middle and high school in Zhuzhou as the survey object,undertook a mission to the characteristics of psychological capital and analyzed the relationship between psychological capital and work engagement.The results showed that interpersonal emotional psychological capital is higher than the task-based psychological capital in the middle school teachers' psychological capital;In particular,self efficacy?tenacity?enterprising scores lower,love and gratitude,enthusiasm higher scores;positively related to psychological capital and work engagement.On this basis,the study of the two experimental methods used in the part of one middle school teachers' psychological capital intervention.In view of teacher's time is limited,mainly for the psychological capital intervention study of the middle school teachers had low scores and high work engagement Relevant:self efficacy and enterprising two factor.The between group design to the experimental group teachers in10 for a period of two months the group activity intervention.Results showed that,after the intervention in the experimental group self-efficacy,enterprising was significantly higher than that of the control group of teachers.And after two months after the tracking test results with experimental timely test results between difference was not significant.According to the above research the following conclusions are drawn:(1)In the middle school teachers' psychological capital,the level of interpersonal emotional psychological capital is higher than the level of task-based psychological capital,which,love and gratitude,enthusiasm is higher;self-efficacy,tenacity,enterprising is lower.(2)Among school teachers overall psychological capital has significant difference,the self-efficacy,enterprising factor and task-based psychological capital dimensions exist gender differences;between teachers with different teaching age differences exist only in self-efficacy.(3)Middle school teachers' psychological capital and work engagement has a significant positive correlation,the variation of psychological capital on work engagement have significant positive predictive effect,which can predict the task-based slightly larger than the role of interpersonal psychological capital.(4)Group discussion method can improve the level of self efficacy and enterprise of middle school teachers,and improve their psychological capital to some extent,and this kind of improvement has certain stability.