The Career Adaptability Of Beginning Teachers In Primary And Secondary School And Its Ascension Path

In recent years,with the advancement of educational reform,the development of teacher's education is also in constant progress,and new teachers are always necessary for the vigorous development of education.Therefore,the growth and development of beginning teachers is particularly important for the long-term development of education.Due to lack of experience,new teachers will face with plenty of career difficulties in the early stage of teaching.The career adaptability is the key point to deal with the difficulties and crisis.In consequence,the purpose of this study is to explore the advanced path of career adaptability,so as to provide some references for new teachers.From this,this study is based on Career Construction Theory,Self-Determination Theory,Ternary interaction theory,Contextualized Model of Proactive Coping and Proactive behavior contextualization theory.And Career Adaptability Scale,Perceived Organizational Support Scale,Instrinsic Motivation Scale and Proactive Coping Scale are used to to test 467 primary and secondary school new teachers to analyse the inner relationship between the variates.The conclusions were as following.1.The self-concept scale of career adaptability of beginning teachers in primary and secondary school contains four dimensions: career concern,career control,career confidence and career learning.This scale has good reliability and validity,and all indicators have reached the psychological measurement standards,that can be used as a valid measuring tool of primary and secondary school new teachers' career adaptability.2.Career adaptability,perceived organizational support,instrinsic motivation and proactive coping are closely related.Career adaptability is positively correlated with perceived organizational support,and career confidence has the highest correlation with value identification(r=0.615***,p<0.001);Career adaptability is positively correlated with instrinsic motivation,and career learning has the strongest correlation with exploration and innovation(r=0.677***,p<0.001);There is a positive correlation between career adaptability and proactive coping,and the correlation between career confidence and goal setting is the strongest(r=0.690***,p<0.001).3.Career adaptability is dramatically predicted by perceived organizational support,instrinsic motivation and proactive coping.Both value identification and job support can predict career adaptability,among which the positive prediction of value identification is the most powerful(?=0.441,p<0.001);Exploration and innovation,self-verification and internal satisfication are all positive predictors of career adaptability,among which exploration and innovation is the strongest(?=0.397,p<0.001);Gole setting,prospective cognition and coping behavior are all significantly predicet career adaptability,among which gole setting is the strongest(?=0.455,p<0.001).Thereinto,coping behavior is significantly predict career adaptability negatively(?=-0.061,p<0.05).4.Instrinsic motivation(self-verification,internal satisfication,exploration and innovation)plays full mediation between perceived organizational support and career adaptability.Proactive coping(gole setting,coping behavior,prospective cognition)plays part mediation between perceived organizational support and career adaptability.5.The new teachers' career adaptability is significant different in terms of their gender,whether they are head teacher,marital status,educational background,job title,students they're teaching,subjects,types of school,natures of job and reasons for teaching.Based on the results above,this study proposes educational strategies and suggestions from the following three aspects: improve the support system of school,strenghthen instrinsic motivation and drive proactive behavior.