【摘要】：中國高校在長時間“量變”之后,如何迎來質(zhì)的飛躍,是當前需要關注的焦點問題。百年大計,教育為本;教育大計,教師為本。高校教師是科研與教學工作的承擔主體,提高教師工作績效水平,是高等院校獲得恒久動力的長效機制。為此,高校管理需要突破傳統(tǒng)理念,開發(fā)與培育一種重要的具有價值增值效應的戰(zhàn)略資源,激勵教師將壓力轉化為內(nèi)生型動力,激發(fā)教師潛在能力,促使其更加積極投身教學與科研工作,獲得個體工作績效的提升,從而提高高校組織績效與核心競爭力。本文以高等院校教師為研究對象,基于心理資本視角,對高校教師的工作績效影響機制進行了研究,在明確心理資本對工作績效具有直接影響效應基礎上,重點探討創(chuàng)新行為及創(chuàng)新支持氛圍在兩者關系中的作用機制。本文研究內(nèi)容包括以下幾點:(1)檢驗高校教師心理資本對工作績效的直接影響,為提升高校教師工作績效尋找新的積極途徑。(2)揭示創(chuàng)新行為在高校教師心理資本與工作績效關系中的中介作用,從個體行為角度打開“心理——產(chǎn)出”的作用“黑箱”,闡明個體創(chuàng)新行為是從積極心理狀態(tài)到良好績效產(chǎn)出的中間路徑。(3)探討創(chuàng)新支持氛圍在高校教師心理資本與工作績效關系中的調(diào)節(jié)作用,分析環(huán)境因素和個人因素在影響高校教師工作績效中存在的交互效應。(4)分析創(chuàng)新行為在高校教師心理資本與工作績效關系中的中介作用受到創(chuàng)新支持氛圍的調(diào)節(jié)效果,即被調(diào)節(jié)的中介作用模型。從規(guī)范與實證兩個角度,利用問卷調(diào)查法收集數(shù)據(jù),采用相關分析、回歸分析以及結構方程模型等方法對高校教師心理資本影響科研績效與教學績效的規(guī)律進行探討,研究發(fā)現(xiàn):(1)高校教師心理資本對工作績效具有顯著的正向影響作用。其中,自信、希望和樂觀正向影響科研績效;自信、韌性正向影響教學績效。(2)創(chuàng)新行為在高校教師心理資本與工作績效關系中發(fā)揮中介作用。其中構想產(chǎn)生在心理資本與科研績效之間發(fā)揮完全中介效應;構想執(zhí)行在心理資本與教學績效之間具有部分中介作用。(3)創(chuàng)新支持氛圍在高校教師心理資本與工作績效關系中存在正向調(diào)節(jié)作用。其中高校支持對心理資本與科研績效間關系存在正向調(diào)節(jié)作用;高校支持、領導支持均在心理資本與教學績效關系間具有顯著的正向調(diào)節(jié)作用。(4)創(chuàng)新行為與創(chuàng)新支持氛圍的綜合作用在高校教師心理資本與工作績效關系中部分成立。其中,創(chuàng)新行為在心理資本與科研績效關系中發(fā)揮的中介作用受到創(chuàng)新支持氛圍的顯著正向調(diào)節(jié);創(chuàng)新行為對心理資本與教學績效關系的中介作用未受到創(chuàng)新支持氛圍的調(diào)節(jié)。論文創(chuàng)新之處主要體現(xiàn)在四個方面:(1)基于心理資本全新視角解讀高校教師工作績效影響因素;(2)揭示了心理資本通過創(chuàng)新行為影響高校教師工作績效的作用機理;(3)發(fā)現(xiàn)了創(chuàng)新支持氛圍在“心理資本——工作績效”、“心理資本——創(chuàng)新行為——工作績效”關系中存在正向調(diào)節(jié)作用;(4)拓展了心理資本理論在高校領域的實踐應用。本文明確指出對高校教師心理資本進行投資和開發(fā)將成為高校有效且積極的管理手段,同時強調(diào)激發(fā)教師創(chuàng)新行為和培育創(chuàng)新支持氛圍,為高校教師績效管理實踐提供理論指導。
[Abstract]:After a long period of "quantitative change", how to usher in a qualitative leap in Chinese colleges and universities is the focus of attention. School management needs to break through the traditional ideas, develop and cultivate an important strategic resource with value added effect, motivate teachers to transform pressure into endogenous motivation, stimulate teachers' potential ability, make them more actively involved in teaching and scientific research, and improve the performance of individual work, so as to improve the organizational performance and core of colleges and universities. Based on the psychological capital perspective, this paper studies the influence mechanism of College Teachers' work performance based on psychological capital. On the basis of the direct effect of psychological capital on work performance, this paper focuses on the mechanism of the role of innovative behavior and innovative support atmosphere in the relationship. The contents include the following points: (1) to examine the direct impact of psychological capital of college teachers on work performance, and to find new positive ways to improve the performance of college teachers. (2) reveal the intermediary role of innovative behavior in the relationship between psychological capital and work performance of college teachers, and open the "psychological output" from the perspective of individual behavior " "Black box", clarifies that individual innovation behavior is the middle path from positive psychological state to good performance output. (3) to explore the role of innovation support atmosphere in the relationship between psychological capital and work performance of university teachers, and to analyze the interaction effect of environmental and personal factors on the performance of College Teachers' work performance. (4) analysis of innovation line The intermediary role in the relationship between psychological capital and job performance in college teachers is regulated by the moderating effect of the atmosphere of innovation support, that is, the moderating intermediary role model. From the two angles of standardization and demonstration, the data are collected by questionnaire survey method, and the psychological capital of university teachers is adopted by the methods of correlation analysis, regression analysis and structural equation model. The research shows that: (1) the psychological capital of college teachers has a significant positive impact on work performance. Among them, confidence, hope and optimism have a positive impact on scientific research performance; self-confidence and resilience are affecting teaching performance. (2) the relationship between psychological capital and job performance of College Teachers It plays a mediating role. The concept produces a full intermediary effect between psychological capital and scientific research performance; conception execution has a partial intermediary role between psychological capital and teaching performance. (3) the atmosphere of innovation support plays a positive role in the relationship of psychological capital and job performance in college teachers. The relationship between capital and scientific research performance has a positive regulating effect; university support and leadership support have significant positive regulating effect between psychological capital and the relationship of teaching performance. (4) the comprehensive effect of innovative behavior and creative support atmosphere is partly established in the relationship between psychological capital and work performance of college teachers. The intermediary role of capital and scientific research performance is significantly adjusted by the atmosphere of innovation support; the intermediary role of the relationship between psychological capital and teaching performance is not regulated by the atmosphere of innovation support. The innovation of the thesis is mainly embodied in four aspects: (1) the interpretation of the University Teachers' work based on a new perspective of psychological capital Influence factors of performance; (2) reveal the effect mechanism of psychological capital on the performance of college teachers through innovative behavior; (3) it is found that the creative support atmosphere has a positive regulating role in "psychological capital - work performance", "psychological capital - innovation behavior - work performance"; (4) the theory of psychological capital has been expanded. This paper clearly points out that the investment and development of psychological capital for college teachers will be an effective and active management means for colleges and universities. At the same time, it is emphasized that inspiring teachers' innovative behavior and nurturing the atmosphere of innovation support to provide theoretical guidance for the performance management practice of university teachers.
【學位授予單位】：中國礦業(yè)大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G645.1
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本文編號：2145685