The Impact Of Psychological Capital On The Happiness Of Primary And Secondary School Teachers

In order to make our country more prosperous,everyone should respect teachers.Almost everybody considers that teaching is the most sacred job in the world,and teaching profession has an important mission of cultivating more excellent people with Chinese characteristics.But because of the expectation of society on teachers is getting higher and higher,teachers' pressure is increasing constantly in recent years.The teachers' occupational identity status and their occupational satisfaction status are also changing,which not only influences teachers' physical and mental health and the plan about occupation career,but also affects the stability and efficiency of the schools,moreover it relates to the quality of the training of the next generation of our country in the future.With the birth and development of positive psychology,people pay more attention to the positive side of life,the study of well-being and psychological capital increase gradually.Psychological capital plays a role in promoting one's potential and motivation,in addition,teachers' occupational well-being is an important index to reflect the quality of life.How to develop teachers' psychological capital and improve teachers' well-being,which will stimulate the potential of their work and increase their service will and improve the quality of school teaching and students' mental health and promote the common development of schools and students and teachers,has become a hot issue in academic field.Studies have indicated that in the groups of teachers in primary and secondary schools,psychological capital,occupational identity,job satisfaction,and the occupational well-being are interrelated,but there is no study that puts these four variables in the same framework and discusses them.After the analysis and summary on the previous theoretical analysis and research,this research adopts the "Psychological Capital Questionnaire(PCQ-24)" "Teachers' Occupation Identity Scale" "Teachers' Job Satisfaction Scale(Revised Edition)" and "General Well-being Schedule" to investigate 312 primary and secondary school teachers,and this research uses the bias-corrected percentile Bootstrap method to explore the effect mechanism of well-being and psychological capital of teachers in primary and middle schools.Besides,it analyze the serial mediating roles of occupational identity and job satisfaction in the psychological capital and subjective well-being.The results show that:(1)Most of the primary and secondary school teachers who participated in the survey were in good condition in terms of psychological capital,professional identity,job satisfaction and well-being,compared with previous studies,the gap is small.(2)Marital status,age and monthly income are the main demographic factors affecting the psychological capital;married teachers' organizational identity scale is higher;marital status,monthly income and professional title will affect teachers' well-being.(3)Psychological capital,occupational identity and job satisfaction and occupational well-being have a significant positive correlation;the four dimensions of psychological capital are positively related with occupational identity and job satisfaction and well-being;the four dimensions of psychological capital are positively related with psychological capital and job satisfaction and well-being.(4)Organizational identity and job satisfaction play a partial mediating role between teachers' psychological capital and well-being,the total indirect effect is about 36% of the total effect.(5)The indirect effect of psychological capital on teachers' occupational well-being can be made mainly through two ways: psychological capital ? occupational identity ? job satisfaction ? well-being;psychological capital ? job satisfaction ? well-being,and the difference of effect about the two paths was not significant.The conclusion of this study suggests that the psychological capital of teachers in primary and secondary schools should be developed and managed rationally through the popularity of the training of psychological counselors,the introduction of lectures about teachers' mental health education and the reform of teachers' management methods in schools,Teachers' pre-employment psychological capital and professional identity screening,post-employment training and psychological service provision in this way we can promote the level of teachers' occupational identity and promote the job satisfaction of the groups of teachers in primary and secondary schools and promote their subjective well-being.