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Secondary school teachers psychological contract structure and related factors

Author: WuMeng
Tutor: ZhangGangYing
School: Shaanxi Normal University
Course: Applied Psychology
Keywords: Psychological contract Secondary school teachers School Accountability ATTR
CLC: G443
Type: Master's thesis
Year: 2008
Downloads: 267
Quote: 1
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Abstract


The term of the psychological contract was introduced in the early 1960s, the field of management. This concept is used to emphasize in the relationship between employees and organizations, in addition to the formal written contract specified, there is implicit, informal, unpublished described mutual expectations and requirements, they are the same is important factor to determine the behavior of employees. Herriot and Pemberton (1995) pointed out that the psychological contract is the awareness and understanding of mutual responsibility between its staff and organization. Li Yuan (2003) pointed out that the employee's psychological contract is the relationship of the organization and employees, employees perceived each other of responsibility for each other. The psychological contract is the key factor to influence the attitudes and behavior of employees for organizations. In recent years, the study of the psychological contract has become one of the important topics of the research field of human resource management and organizational behavior. In this study, secondary school teachers as the object of study, analysis of the psychological contract structure of the secondary school teachers; relationship between the type of psychological contract and its related factors of secondary school teachers; relationship between the breach of the psychological contract and teacher burnout. To provide a theoretical basis for the management system of our ongoing secondary school teachers. In this study, the following main conclusions drawn: 1 through exploratory factor analysis, come to the School Accountability and the teachers responsibility are two-factor structure of the secondary school teachers psychological contract, two factors were the real responsibility and responsibility for development. 2. Secondary school teachers the content of the psychological contract including school responsibility and Teachers responsibility. Which the school responsibility reality responsibility factor includes six items: the superior-subordinate relationship is harmonious, friendly; mutual trust between colleagues, help each other; provide a friendly and harmonious working environment; provide learning and training opportunities; provide good benefits;, fair and reasonable treatment compared to other schools. Development responsibility factor including five projects were: to provide a stable job security; work autonomy; provide sufficient resources work environment; ensure normal rest periods; listen to the opinions and suggestions of the adoption of teachers. Realistic obligation liability factor for secondary school teachers, including five projects were: teacher, to comply with professional ethics; schedule classes and counseling students; maintain good relations of cooperation with colleagues around; guarantee and improve the quality of education and teaching; work necessary can work overtime to complete the work. Responsibility for development factor includes four projects were: consciously to do extra work and not care about whether the remuneration; make a personal sacrifice for the interests of the school;, I will accept the job changes as long as the school needs; promotion and maintenance of the school in front of outsiders image. Secondary school teachers psychological contract can be divided into four types: high - high (high teacher responsibility - high school responsibilities), high - low (high teacher responsibility - low school responsibilities), low - high (low teachers responsibility - high school responsibilities), low - low (low teachers' responsibility - low school responsibility). These four types of teachers' work attitudes, there is a significant difference. Which is high - a high-teachers in terms of job satisfaction, organizational support and affective commitment were significantly higher than those of the other three groups, significantly lower than the other three groups on the intention to quit. Low - low-teachers in job satisfaction, perceived organizational support, emotional commitment to the three lowest scores, the highest turnover intention. 4. Different gender, seniority, and teachers of the Faculty of the School Accountability fulfill different level of understanding; career of secondary school teachers tired dance apricot peptone  embedded the turn  T quail temperature men harmonic Tan magpie Na, now  beak? Degree of fulfillment of the schools responsibility predict the extent of teacher burnout. Schools responsibility to fulfill the higher the level, the lower the level of teachers' burnout.

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