A Study On The Mediated Effect And Moderated Mediate Effect Of Professional Identity,Income And Psychological Capital On Junior High School Teachers' Subjective Well-being

Middle school teachers' professional identity is the mental basis of teachers' professional development.The higher the degree of teachers' professional identity,the happier the teaching activity will be.Therefore,the improvement of teachers' achievement motivation will improve teachers to stick to their jobs better.Existing theories and empirical studies show that,the teachers' professional identity is the key to the subjective well-being.Then,it is the key point of this paper that discusses the mechanism between teachers' professional identity and wellbeing through internal resources and external resources.Through the review of Job DemandResource(JD-R)Model,Social Comparison Theory and Resource Conservation Theory,to improve the middle school teachers' subjective well-being from the perspective of professional identity.On the basis of analyzing the status of the vocational development of middle school teachers,to add the two variables,psychological capital and income level.This paper will verify several hypotheses,the middle school teachers' psychological capital may plays an mediate role in the relationship between professional identity and subjective well-being.Income level can moderate the relationship between professional identity and psychological capital,and the moderate effect of income level should be exerted through psychological capital.On the basis of literature review and analysis,to infer the theoretical model of research logically,propose several hypotheses and verify the hypotheses with empirical research.In the course of the study,questionnaires were used to collect data.The questionnaire of subjective well-being,psychological capital and professional identity has higher reliability and validity.Thus,the effectiveness of the measurement is guaranteed.A total of 301 valid data were recovered.The hierarchical regression analysis method is used to test the theoretical model.(1)There are significant demographic differences on middle school teachers' professional identity,psychological capital and subjective well-being.(2)Middle school teachers' professional identity is positively correlated with middle school teachers' psychological capital,middle school teachers' psychological capital is positively correlated with middle school teachers' subjective well-being,and professional identity is positively correlated with middle school teachers' subjective well-being.(3)Professional identity can significantly predict subjective well-being,among them,the role values and the tendency of vocational behavior tend of middle school teachers predict subjective well-being significantly.Professional identity can predict psychological capital significantly,among them,the role values and the tendency of vocational behavior tend ofmiddle school teachers predict psychological capital significantly.Psychological capital can predict significantly subjective well-being,among them,the resilience,confidence,optimism and hope of middle school teachers predict subjective well-being significantly.(4)The middle school teachers' psychological capital may plays an mediate role in the relationship between subjective well-being and professional identity.The income level can moderate the relationship between professional identity and psychological capital.(5)The income level can moderate the relationship between professional identity and psychological capital,and the moderate effect of income level should be exerted through psychological capital.In this paper,the main contribution of the theory and practice aspects,enriching the Job Demand-Resource(JD-R)model,combining the theory of Social Comparison Theory and Resource Conservation Theory,to introduce the two basic elements of the psychological capital and income level,probes into the middle school teachers' professional identity to the mechanism of subjective well-being.The subjective well-being of teachers can be further realized by integrating the psychological capital of teachers,it will provide a new perspective for the career development of teachers.