A Study On The Influence Of Psychological Capital On The Work Engagement Of Primary And Secondary School Physical Education Teachers

In recent years,the issue of school physical education development has become the focus of scholars in the field.The key to achieving a qualitative leap in primary and secondary school physical education lies with primary and secondary school physical education teachers.Research on the development of school physical education has been explored by scholars at the national,school,and teacher levels,with research on primary and secondary school physical education teachers focusing on external explicit competencies,but less attention has been paid to the development and cultivation of teachers’ internal implicit potential.Physical education teachers are the main subjects of all school physical education tasks,and their level of work commitment directly affects the development of school physical education and the quality of education.For this reason,developing and nurturing the intrinsic potential of primary and secondary school physical education teachers so that they can devote themselves to teaching and learning can provide long-term motivation for the development of school physical education.This study uses psychological capital as a perspective,the city of Chengdu as the scope of investigation,and primary and secondary school physical education teachers as the respondents,and conducts a study on the influence of psychological capital on the work engagement of primary and secondary school physical education teachers,with the aim of clarifying the influence of psychological capital on the work engagement of primary and secondary school teachers.The study consisted of the following:(1)To reveal the current status of work engagement and psychological capital of elementary and secondary school physical education teachers.(2)To examine the differences in demographic variables between work engagement and psychological capital among elementary and middle school physical education teachers,and to use the variables with significant differences in work engagement as control variables.(3)To explore the direct influence mechanism of psychological capital on work engagement of primary and secondary school physical education teachers,and to clarify the extent and direction of the role of psychological capital and each dimension on work engagement and each dimension.(4)To provide insights for enhancing the work engagement of primary and secondary school physical education teachers based on the findings and conclusions of the study.The study used a combination of normative and empirical evidence to firstly,sort out the research results and theories about work engagement and psychological capital through normative research,and then theoretically deduce the relationship between work engagement and psychological capital of elementary and middle school physical education teachers based on this,and put forward research hypotheses;finally,the research hypotheses were verified through empirical investigation and data analysis.This study used questionnaires for data collection and one-way ANOVA,independent samples t-test,correlation analysis,regression analysis,and structural equation modeling to test the effect of psychological capital on work engagement of primary and secondary school physical education teachers,and concluded the following findings:(1)Primary and secondary school physical education teachers’ work engagement was at a moderate level and psychological capital was at a moderate to high level.(2)The differences in work commitment of primary and secondary school physical education teachers were significant in terms of title,teaching experience,income,marriage,and establishment,and the differences in psychological capital were significant in terms of education,title,teaching experience,income,and establishment.(3)Psychological capital and the four dimensions of resilience,self-confidence,hope,and optimism were significantly and positively correlated with the work commitment of primary and secondary school physical education teachers.(4)Psychological capital and its four dimensions significantly and positively affect the work engagement of primary and secondary school physical education teachers;psychological capital significantly and positively affects the three dimensions of vitality,dedication and concentration of primary and secondary school physical education teachers’ work engagement;the optimism dimension of psychological capital does not significantly and positively affect the vitality dimension of primary and secondary school physical education teachers’ work engagement,but significantly and positively affects the dedication and concentration of work engagement,and the three dimensions of psychological capital,self-confidence,resilience and hope,all significantly and positively affect the vitality,dedication and concentration of work engagement.