CAJ | 학술논문

心理资本指可提升工作绩效与组织竞争优势的个体重要内在资源。具有一定的文化与群体差异性。本文基于积极心理学与积极组织行为学等理论，探索中小学教师心理资本的结构内容及与工作投入的关系。研究通过文献分析、访谈与问卷调查等途径，编制了信效度较好的中小学教师心理资本问卷，1071名教师的调查结果表明，中小学教师心理资本的构成包含有任务型心理资本（自我效能、进取心、希望、乐观和韧性）与人际情感型心理资本（热诚、幽默、爱与感恩、公平正直）两维度9因子，其中有些因子也是性格优点的表现。研究对教师心理资本及与工作投入关系进行了实证分析，结果表明：（1）教师心理资本与工作投入正相关，可通过补充能量，提高认同，激发动机，促进工作投入。（2）心理资本各维度对工作投入各维度既有直接效应，也可通过奉献、活力的中介影响专注。（3）任务型心理资本对工作投入的影响稍大些，但心理资本两维度的作用都不可缺。
심리자본지가제승공작적효여조직경쟁우세적개체중요내재자원。구유일정적문화여군체차이성。본문기우적겁심이학여적겁조직행위학등이론，탐색중소학교사심리자본적결구내용급여공작투입적관계。연구통과문헌분석、방담여문권조사등도경，편제료신효도교호적중소학교사심리자본문권，1071명교사적조사결과표명，중소학교사심리자본적구성포함유임무형심리자본（자아효능、진취심、희망、악관화인성）여인제정감형심리자본（열성、유묵、애여감은、공평정직）량유도9인자，기중유사인자야시성격우점적표현。연구대교사심리자본급여공작투입관계진행료실증분석，결과표명：（1）교사심리자본여공작투입정상관，가통과보충능량，제고인동，격발동궤，촉진공작투입。（2）심리자본각유도대공작투입각유도기유직접효응，야가통과봉헌、활력적중개영향전주。（3）임무형심리자본대공작투입적영향초대사，단심리자본량유도적작용도불가결。
The psychological capital is important competitive advantage inner resources that enhance individual performance and organizational work and embody with certain cultural and group differences. The present study explores the content of teachers~ psychological capital structure and the relationship between the work engagement and teachers based on positive psychology and positive organizational behavior ideas, job demands resources model, psychological capital theory. The study contains two parts： development of a scale of indige- nous psychological capital construct for primary and secondary school teachers and analysis of the relationship between the primary and secondary school teachers＇ psychological capital and work engagement. In developing the scale, various methods （such as observation, depth interview, literature review, and unstructured ques tionnaire survey） are used to collect the measurement items of indigenous psychological capital scale. In addi- tion, analysis of item, reliability, factor, and correlation are made to test the reliability and validity of the de- veloped scale. The result of 1071 teachers indicates that psychological capital construct has two high-order factors, task oriented psychological capital and interpersonal emotiona-foriented psychological capital. Task-ori- ented psychological capital includes selfefficacy, enterprising, hope, optimism and resiliency, four sub-dimen-sions respectively, while interpersonal-emotional-oriented psychological capital consists of enthusiasm, humor, love and gratitude, fairness, five sub-dimensions respectively. As for the relationship between of primary and secondary school teachers~ psychological capital and work engagement, the result suggests that：（1） there is a positive correlation between teachers＇ psychological capital and work engagement, through the complementary energy, improve the identity, motivation, and promote work engagement, （2） the dimensions of psychological capital not only have direct effect on work engagement dimensions, but also have indirect effects on absorption through the intermediary as dedication, and （3） the role of task-oriented psychological capital and interperson al-emotional-oriented psychological capital are indispensable in work engagement.