Research On The Characteristics And Intervention Of Primary School Teachers’ Psychological Capital

As a positive potential in the perspective of positive psychology, Psychological capital has import and positive effects on individuals, organizations and society. Primary school teachers are engaged in the most basic education, whose the level of psychological capital not only affects the work efficiency and mental health of teachers, but also directly affects the physical and mental development of students. The purpose of this study is to explore the characteristics of primary school teachers’ psychological capital and the ways to improve primary school teachers’ psychological capital.This study consists of two parts: the first is to explore the characteristics of the psychological capital of primary school teachers. We randomly selected from Changsha, Shaoyang, Hengyang, Changde, Hunan and other elementary school teachers a total of 300 as the survey object, the characteristics of their psychological capital were investigated. The results showed that interpersonal emotional psychological capital is higher than the task-based psychological capital in the primary school teachers’ psychological capital;In particular, enterprising, self-efficacy scores lower, love and gratitude, enthusiasm higher scores;only in love and gratitude(p=.046), self-efficacy gender differences in p=.053) in two factors significantly or edge significantly, the former female teachers higher than male teachers, the latter male teachers higher than female teachers. On this basis, the study of the two experimental methods used in the part of the primary school teachers’ psychological capital intervention.In view of the limited time of teachers, intervention studies mainly for lower scores in psychological capital of primary school teachers, self-efficacy and enterprising heart two factor by between group design, Xiufeng primary school in Changsha City in the experimental group teachers 10 people for a period of two months of a group activity intervention. It was found that the teachers’ self efficacy and the level of initiative in the experimental group were higher than before the intervention, and the two factors of the experimental group were higher than the control group. And after 8 weeks of follow-up test results and the experimental results were not significant difference between the test results.According to the above research, the following conclusions are drawn:(1)In the primary school teachers’ psychological capital, interpersonal emotional psychological capital is higher than the task-based psychological capital, where love and gratitude, enthusiasm higher scores, enterprising, self-efficacy scores lower.(2)In the primary school teachers’ psychological capital, there are gender differences in love and gratitude, self-efficacy, the former female teachers higher than male teachers, the latter male teachers higher than female teachers. On this(3)Group activities can improve primary school teachers’ self-efficacy level and enterprise level, so it could be said that group activities can improve the primary school teachers’ psychological capital to a certain extent. and this improvement has a certain degree of stability.