Effects Of Occupational Well-being And Job Performance Among Rural Primary School Teachers

With the development of positive psychology,more and more attention has been paid to the study of individual well-being.As an ordinary and great member of the social group,rural primary school teachers also have the will and right to pursue happiness.Under the background of "Happy China",the happiness of rural primary school teachers is particularly important.As a synthesis of individual positive emotions,occupational well-being has a direct role in promoting individual work performance.Paying attention to the relationship between occupational well-being and work performance of rural primary school teachers is not only the deepening of the previous research on occupational well-being,but also the expansion of the research on occupational well-being and work performance.Rural primary school teachers with a higher level of occupational well-being are more likely to identify with their profession,and they are also more likely to have a higher professional commitment to their profession and are more willing to teach.The willingness to teach also has a significant positive predictive effect on job performance.However,the relationship between occupational well-being and job performance is not immutable,indicating that there are moderating variables between them.Proactive personality may affect the rural primary school teachers’ occupational well-being on teaching willingness and work performance,and enhance the positive impact of occupational well-being.Therefore,based on the theory of positive emotion construction,this study investigated the impact of rural primary school teachers’ occupational well-being on job performance,and further investigated the mediating role of teaching willingness and the moderating role of proactive personality.In this study,892 rural primary school teachers in rural areas of Fujian Province were investigated by questionnaire.Using spss 21.0 macro program process to analyze the questionnaire data,this paper investigates the current situation of rural primary school teachers’ occupational well-being and the characteristics of demographic variables,and further explores the relationship between occupational well-being,willingness to teach,proactive personality and work performance.The results are helpful to reveal the impact of occupational well-being on job performance and its mechanism,to clarify the positive role of occupational well-being and to improve job performance.The main conclusions of this study are as follows:(1)The occupational well-being of rural primary schools is generally in the lower middle level.Among them,cognitive fatigue,interpersonal relationship and physical health are in the lower middle level,and employment motivation and sense of achievement are in the upper middle level.(2)There are significant differences in teachers’ occupational well-being in rural primary schools in terms of teaching age,whether to be a head teacher,weekly workload and staffing;there are no significant differences in gender and education background;(3)There was a significant positive correlation between rural primary school teachers’ occupational well-being and willingness to teach,proactive personality and work performance;And,rural primary school teachers’ occupational well-being not only positively predicted job performance,but also influenced it through the mediating role of teaching willingness;(4)Compared with the rural primary school teachers with lower level of active personality,the positive predictive effect of proactive personality on work performance is more obvious in the rural primary school teachers with higher level of proactive personality.