Study On Correlation Of Psychological Capital,Organizational Commitment And Turnover Intention Among Shenzhen-based Substitute Teachers

Objective: To have a better understanding of the current state of Psychological Capital,Organizational Commitment and Turnover Intention among Shenzhen-based substitute teachers,analyze their influencing factors,explore their correlation and provide the basis for education administration when they make related strategic decisions about substitute teachers.Methods: Totally 645 substitute teachers(182 males and 463 females)were selected from different public primary and high schools in Shenzhen.The self-designed questionnaire about demographic information was used for descriptive statistics;The Psychological Capital Questionnaire(PCQ),the Organizational Commitment Questionnaire(OCQ)and the Turnover Intention Scale(TIS)were applied to measure the levels of substitute teachers’ psychological capital,organizational commitment and turnover intention separately.Analyze the database with SPSS21.0 and do descriptive statistics,t test or F test,Pearson correlation and regression analysis.The relationship among three variables was explored with structural equation model.Results:(1)The score of psychological capital of Shenzhen-based substitute teachers was 5.19±0.81.Given different age,education background,professional title,the school type,teaching age,position,monthly income and having children or not,their psychological capital differences were statistically significant.Multiple stepwise regression analysis results suggest that the education background,the school type,position and monthly income were the important influencing factors of Shenzhen-based substitute teachers’ psychological capital.(2)The score of organizational commitment of Shenzhen-based substitute teachers was 3.52±0.80.Given different gender,age,education background,professional title,the level and type of school,teaching age,position and monthly income and having children or not,their organizational commitment differences were statistically significant.Multiple stepwise regression analysis results suggest that gender and professional title were the important influencing factors of Shenzhen-based substitute teachers’ organizational commitment.(3)The score of turnover intention of Shenzhen-based substitute teachers was 2.36±0.84.Given different gender,age,marriage,educational background,position,the type of school,monthly income,family members stay in Shenzhen or not,having children or not,their turnover intention differences were statistically significant.Multiple stepwise regression analysis results suggest that position and monthly income were the important influencing factors of Shenzhen-based substitute teachers’ turnover intention.(4)The organizational commitment was positively correlated with psychological capital(β=0.656,p<0.001),however it was negatively correlated with turnover intention(β=-0.693,p<0.001).The psychological capital scores negatively predicted turnover intention(β=-0.573,p<0.001).(5)The psychological capital scores played a mediating role in the relationship between organizational commitment and turnover intention,and its mediating effect on organizational commitment and turnover intention accounted for 19.68% of the total effect.Conclusions:(1)Differences exist among Shenzhen-based substitute teachers in PCQ,OCQ,and TIS with respect to different demographic information.(2)Their turnover intention may be reduced by improving organizational commitment level directly,meanwhile the psychological capital may have an indirect effect on the relationship between organizational commitment and turnover intention.(3)The study suggests that raising the level of substitute teachers’ psychological capital will correspondingly improve their organizational commitment and reduce their turnover intention,which will definitely contribute to maintaining the stability of Shenzhen-based substitute teachers.