The Research on Relationship Between Psychological Capital, Work Adaptation, and Professional Growth of Primary School Teachers in Yunnan Province
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This study aims to explore the relationships among psychological capital, work adaptation, and professional growth of primary school teachers in Yunnan Province. A sample of 500 primary school teachers from various districts in Yunnan Province was selected using stratified random sampling. Data were collected using three standardized questionnaires: the Psychological Capital Questionnaire (PCQ), Work Adaptation Scale (WAS), and Teacher Professional Growth Inventory (TPGI). Statistical analyses, including descriptive statistics, t-tests, one-way ANOVA, Pearson correlation analysis, and structural equation modeling, were conducted using SPSS 25.0 and AMOS 24.0.
The results revealed that: (1) The current status of psychological capital, work adaptation, and professional growth of primary school teachers in Yunnan Province is generally good; (2) Significant differences in these three variables were found among teachers with different demographic backgrounds; (3) Teachers' psychological capital demonstrated a significant positive correlation with both work adaptation and professional growth; (4) Work adaptation was found to play a partial mediating role in the relationship between psychological capital and professional growth
These findings provide a theoretical basis and practical implications for enhancing teachers' professional development in primary schools in Yunnan Province.
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References
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