The Relationship Between Work-family Conflict And Job Satisfaction Of Primary And Secondary School Teachers:the Role Of Psychological Capital And Emotional Work

With the rapid development of social economy and the continuous deepening of educational reform,the work of primary and secondary school teachers is increasingly heavy and tedious,which brings great challenges to teachers' coordination of work and family.How to help teachers deal with conflicts between work and family,reduce the negative impact on teachers' job satisfaction,and thus promote the high-quality development of teacher education has become an important social issue.Based on the conservation of resource theory,this study constructed a moderated mediation model,with the main purpose of exploring the mechanism and conditions of psychological capital and emotional work in the influence of work-family conflict on job satisfaction of primary and secondary school teachers.This study using primary and secondary school teachers work family conflict scale,psychological capital scale,primary and secondary school teachers emotional work scale and job satisfaction scale investigation,and received three middle schools and primary schools in Anhui province effective questionnaire 502 teachers,using descriptive statistics,t-test,analysis of variance,correlation analysis,regression analysis,PROCESS analysis and other statistical methods for data analysis,investigate teachers' work family conflict,psychological capital and the status quo of emotion work and job satisfaction and their relationships.The main conclusions are as follows:(1)the work interference family and family interference work of primary and secondary school teachers' work-family conflict are at the lower and middle level;The psychological capital is above the average level;Active and passive deep behaviors in emotional work are above medium level,and surface behaviors are medium level.Job satisfaction is above average.(2)primary and secondary school teachers' work-family conflict,psychological capital,emotional work and job satisfaction are significantly different in different degrees in terms of gender,marital status,whether they are head teachers,teachingage,school type and number of children.(3)there is a significant negative correlation between job intervention family and job satisfaction of primary and secondary school teachers;There was no significant correlation between family intervention job and job satisfaction.(4)job intervention family by primary and secondary school teachers and family can significantly predict job satisfaction.(5)psychological capital plays a partial mediating role between job intervention family of primary and secondary school teachers and job satisfaction,that is,job intervention family not only directly affects job satisfaction,but also indirectly influences job satisfaction through psychological capital.(6)depth of active behavior of primary and secondary school teachers to adjust the work to interfere in family affect job satisfaction through psychological capital radius path after mediation process,namely high relative to the depth of the active behavior of primary and secondary school teachers,work interference family by predicting the function of psychological capital on job satisfaction in the primary and secondary school teachers of low depth of active behavior is more significant.