An Empirical Study on the Influence Factors of Positive Organizational Behavior of Chinese Primary and Secondary School Teachers

• In Event: Poster session I
  In Poster Session: Poster session 1

Proposal

Question：The healthy development of schools and the improvement of school organizational performance require positive organizational behaviors of primary and secondary school teachers. However, there are problems, such as negative organizational behavior and the lack of positive organization behavior in primary and secondary school. For example, some teachers have low self-efficacy, lack of optimism, lack of hope, and low subjective well-being.

Concepts：Fred Luthens (2009) defines positive organizational behavior as the study and application of positive aspects of human resource advantages and mental capabilities.Their measurement, development, and effective management can improve organizational performance in today's workplace.Fred Luthens believes that the four dimensions of positive organizational behavior theory are: self-efficacy, optimism, hope, and resilience.

Methods：The questionnaire uses the self-compiled questionnaire of positive organizational behavior of primary and secondary school teachers. The questionnaire has good validity and reliability. A total of 351 questionnaires were collected.The content of the questionnaire mainly includes three parts: the background information section. The second part is the measurement of the status quo of positive organizational behavior of primary and secondary school teachers. The third part is the research of the influence factors of the positive organizational behavior of primary and secondary school teachers.There are four main influence factors: organizational support, organizational justice, leadership behavior, and job matching,whcih are researched.

Findings：Through relevant analysis, it is found that organizational support, organizational justice, leadership behavior and job matching are all related to the positive organizational behavior of primary and secondary school teachers, and the job matching is the strongest and has reached a significant correlation; Regression analysis yielded a standardized regression model: positive organizational behavior of Primary and Secondary School Teachers= 1.189** job matching +0.735** leadership behavior.This study theoretically analyzes how job matching and transformative leadership behavior affect the positive organizational behavior of primary and secondary school teachers.High job matching can stimulate teachers'confidnt behavior and resilient behavior. In a school with high match between people and work, the ability and quality of the individual teacher are consistent with the requirements of the teacher.Therefore, the work pressure felt by the teachers and the conflict between work and family will be relatively small, which can better adjust their work status, coordinate the time of family and work. Transformative leadership behavior can motivate teachers to generate confident and promising organizational behavior. Leadership charm can enable teachers to generate trust and respect for school leaders, which will enhance the cohesiveness of the entire organization. The inspiring drive is conducive to teachers' strong belief in the future prospects, which is conducive to teachers setting goals to complete the task. Personalized care will greatly shorten the psychological distance between teachers and school leaders, so that teachers can be more spontaneous and active in their work.

Authors

• Miao Juan, 786599300@qq.com

• Fu Shujing, Want to be a member