The Relationship Between Organizational Support And Teacher Work:the Mediating Effect Of Psychological Capital

Teachers bear the responsibility of teaching and educating people,and cultivate the future talents for the country.Therefore,more attention is paid to arouse teachers' positive work behaviors and teachers'professional adaptation and development.This study adopted the method of convenient sampling,took 450 teachers in primary and secondary(middle and high)schools in Changsha,Loudi,Changde,Zhangjiajie in Hunan Province as the research object to investigate and explore the relationship among psychological capital,organizational support,and teachers' work behavior.With 408 valid questionnaires statistically analyzed,the following conclusions were drawn:1.school teachers there were significant differences in organizational citizenship behavior from the perspective of grades and length of teaching.Primary school teachers' organizational citizenship behavior was lower than that of senior high school teachers.The teachers in young group were lower than those two years length of teachings.In grades,there were significant differences in teachers' in-role behavior,primary school teachers' in-role behavior was lower than secondary school teachers'.But in gender,there was no significant difference in work behavior of primary and secondary school teachers.2.There were significant differences between the primary and secondary school teachers' organizational support,and the primary school teachers5 were higher than those of the senior high school teachers,but there was no significant difference in gender and the length of teaching of secondary school teachers.3.There were significant differences in the length of teaching in primary and secondary school teachers' task-based psychological capital,Older teachers scored higher than younger teachers,but there was no significant difference in gender and grade.4.There were positive correlation among organizational support,psychological capital and the work behavior of primary and secondary school teachers.Organizational support had a positive predictive effect on teacher's work behavior.5.Task-based psychological capital had complete meditating effect on organizational support and teachers' work behavior,interpersonal psychological capital had a partial meditating effect on organizational support and teachers' work behavior;Task-based and interpersonal psychological capital had a complete meditating effect on organizational support and teacher organizational citizenship behavior.