Research On The Influencing Factors Of Junior Middle School Teachers' Perceived Organizational Support And Its Relationship With Teaching Innovation

With the progress of society and the development of economic globalization,there are more and more challenges for people.In order to retain the talents and improve employees' initiative and creativity,Eisenberger sociologist and other scholars proposed the concept of perceived organizational support.Scholars have carried out a lot of theoretical and empirical explorations on the concept,structure and influencing factors of perceived organizational support.There are a lot of researches on enterprise employees,but few researches on perceived organizational support based on teacher groups.As the main force of Chinese education,whether teachers can feel the attention and concern of their organization will have an important impact on the innovation of their teaching,which plays an important role in the development of Chinese education.This study explores the perceived organizational support overall tendency among junior high school teachers,its influence factors,and the relationship between the perceived organizational support and effectiveness of teaching innovation as well as the behavior of teaching innovation etc.It aims to enrich the theoretical research results of teachers' perceived organizational support structure,influence factors,and the influence on the teaching innovation mechanism.It provides the inspiration and guidance to improve the teacher organization support in organization management of schools and promote teaching innovation through the perspective of promoting the sense of teacher organization support.In this study,questionnaire survey and interview method are mainly used.The questionnaire adopted in this study is “sense of organizational support” questionnaire developed by the author.and the author also referred to others' “teaching innovation effectiveness” questionnaire and “teaching innovation behavior” questionnaire.After internal consistency test and retest test,the reliability of the questionnaire is good.Through the questionnaire survey and data analysis of 305 teachers in Anyang,Henan province,the research results are as follows:(1)Questionnaire of the junior high school teachers' perceived organizational support,including perceived organizational support and perceived instrumental support two dimensions and twelve projects.According to the results of analyzing this questionnaire on exploratory factor,confirmatory factor,and reliability analysis,it has good structure validity and internal consistency reliability and retest reliability.(2)The overall level of junior high school teachers' perceived organizational support is above the average.Teachers,who more than 10 years of teaching experience,have a higher perceived organizational support than those with less than 10 years.The overall perceived organizational support and two dimensions scores of teachers with senior and intermediate titles are significantly higher than those with junior and lower titles.The total scores of organizational support and affective organization support of junior high school teachers with childless family characteristics are the highest,while the scores of the teachers with children and parents helping family structure characteristics are the lowest.Teachers in schools with more than 100 students felt less supported by the organization than teachers in schools withfewer than 100 students.(3)The teaching innovation efficiency and teaching innovation behavior score of junior middle school teachers are at a high level.Teachers with more than 10 years of teaching experience have higher teaching innovation efficiency and teaching innovation behavior.The higher the professional title is,the higher the teaching innovation efficiency and teaching innovation behavior are.Married teachers with children and no parental help scored highest for teaching innovation effectiveness and teaching innovation behavior;teachers with children and no parents to help family structure characteristics scored in the middle;teachers of childless family structure showed the lowest teaching innovation efficiency and teaching innovation behavior.In large scale schools,teachers' teaching innovation behavior is higher.(4)There is a significant positive correlation between the total score of junior high school teachers' sense of organizational support and the scores of two dimensions and the scores of teaching innovation effectiveness and teaching innovation behavior.The results of regression analysis show that affective organizational support has a positive predictive effect on teaching innovation effectiveness and teaching innovation behavior,with the predictive power of 8.1%and 7.6% respectively.The teaching innovation efficacy of junior high school teachers plays a partial mediating role in the influence of affective organizational support on teaching innovation behavior,and the mediating effect quantity is 0.078.The overall level of junior high school teachers' sense of organizational support is above the average,and the teaching innovation is at a high level.Individual factors such as teaching age,professional title,family structure,organizational scale and other environmental factors influence junior high school teachers' sense of organizational support and teaching innovation.There is a positive relationship between junior high school teachers' sense of organizational support and teaching innovation.Affective organizational support has direct predictive effect on teaching innovation effectiveness and behavior.And teaching innovation efficiency plays a part of mediating role in affective organizational support affecting teaching innovation behavior.According to the results and conclusions of this study,It is suggested that the organization and management of junior high schools should optimize the teacher evaluation and assessment system,optimizing teacher incentive mechanism,creating a transnational organizational leadership climate.At the same time,teachers should coordinate the boundary relationship between family and work and improve their professional development quality.