Based on the Personality-Job Fit Theory (PJFT), the mismatch of personality-job may cause over-qualification, and perceived over-qualification (POQ) may have a negative impact and affect career satisfaction (CS). This study conducted a questionnaire survey of 404 elementary school teachers in Fujian Province, China, and used the Two-way ANOVA and hierarchical multiple regression analysis to research primary school teachers’ POQ and the relationship between POQ and CS. The results of empirical research show that primary school teachers’ POQ is at the medium level. POQ of primary school teachers has a negative effect on CS, while professional self-identity (PSI) has the mediating effect on the relationship between POQ and CS. In addition, the study also found that new primary school teachers with high educational qualification have a relatively higher POQ, while older primary school teachers with low educational qualification have a relatively lower POQ.
LobeneEVMeadeAW.The effects of career calling and perceived over-qualification on work outcomes for primary and secondary school teachers. J Career Dev2013;
40: 508–530.
2.
ÖncelAFKaraA.A flipped classroom in communication systems: student perception and performance assessments. Int J Electr Eng Educ2019;
56: 208–221.
3.
ErdoganBBauerTNPeiróJM, et al.
Overqualification theory, research, and practice: things that matter. Ind Organ Psychol2011;
4: 260–267.
4.
WuCLuksyteAParkerSK.Over-qualification and subjective well-being at work: the moderating role of job autonomy and culture. Soc Indic Res2015;
121: 917–937.
5.
LiuJJSunJMZhangRJ.The influence of employees’ high qualification on job performance: the moderating role of social exchange relationship. Beijing: China Hum Res Dev2014;
15: 33–41.
6.
OgbuanyaTCYekinniSA.Analytical investigation of career variables as correlate work stress of electrical/electronic trade teachers in technical colleges. Int J Electr Eng Educ. Epub ahead of print2020. DOI: 10.1177/0020720920907880..
7.
PanXFQinQWZhangYH.The influence of organizational psychological ownership and organizational based self-esteem on positive organizational behavior. Psychol Sci2012: 718–724.
8.
ErdoganBBauerTNPeiróJM, et al.
Overqualified employees: making the best of a potentially bad situation for individuals and organizations. Ind Organ Psychol2011;
4: 215–232.
9.
ChenYYZouZMPanJH.The emotional path of organizational citizenship behavior influenced by the sense of excess qualification. Acta Psychol Sin2017;
49: 72–82.
10.
YangCZhouF.Review and prospect of research on over-qualification. Ergonomics2013;
19: 90–95.
11.
EdwardsJR.4 Person-environment fit in organizations:an assessment of theoretical progress.Annals2008;
2: 167–230.
12.
AllenTDEbyLTPoteetML, et al.
Career benefits associated with mentoring for protégeé: a meta-analysis.J Appl Psychol2004;
89: 127–136.
13.
XuFMXiangPSelf-CareerLB.Management of primary and secondary school teachers and its relationship with career satisfaction and job performance. Educ Res Exp2014; 81–84.
14.
ChengBZhouXGuoGX.Cognitive path of employees’ occupational satisfaction affected by perceived over-qualification. Econ Manag2019;
41: 109–123.
15.
ZhaoSRGaoDDTangZ.Influence mechanism of employees’ over-perception of qualification on their innovative behavior and job satisfaction.Psychol Sci2015: 179–184.
16.
MaCZhouZC.Research on the influence of employees’ ethical attitude on PCSR, job satisfaction and emotional commitment. J Manag2015;
12: 1671–1677.
17.
MaynardDCParfyonovaNM.Perceived over-qualification and withdrawal behaviours: examining the roles of job attitudes and work values. J Occup Organ Psychol2013;
86: 435–455.
18.
WangZSunJM.The influence of core self-evaluation and organizational support on subjective and objective career success: the perspective of human context interaction. J Manag2012;
9: 1307–1313.
19.
YiJChenYH.The influence of assessment system on shanghai Middle school teachers’ professional identity: a cross level mediation model analysis. Chin J Clin Psychol2019;
27: 1220–1226.
20.
XuYYaoJJinCX.The relationship between professional commitment, job satisfaction and job burnout of special education teachers. Chin J Clin Psychol2019;
27: 825–828.
21.
LiXYYanHB.Model construction and scale development of teachers’ professional identity. Teach Educ Res2018;
30: 72–81.
22.
VirtaA. “
In the middle of a pedagogical triangle” – native-language support teachers constructing their identity in a new context. Teach Teach Educ2015;
46: 84–93.
23.
LaiYJLiCZChenY.Research on the professional identity of primary and secondary school teachers and its influencing factors – based on the survey in bao’an district of shenzhen city.J Teach Educ2018;
5: 37–46.
24.
TanRH.Problems, causes and improvement strategies of preschool teachers’ professional identity. Preschool Educ Res2009: 49–51.
25.
ZhaoHCPengQ.Research on the influence of employees’ sense of excess qualification on work engagement – based on the mechanism of job achievement and fairness sensitivity.J Zhengzhou Univ (Philos Soc Sci)2020;
53: 67–72.
26.
KorthagenF AJ In search of the essence of a good teacher : towards a more holistic approach in teacher educatio. ach Teach Educ2004; 1:77–97.
27.
WeiSHSongGW.A review of foreign studies on teachers’ professional identity. Comparat Educ Res2005: 61–66.
28.
KorthagenFAJ.In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teach Teach Educ2004;
20: 77–97.
29.
WangGZhangDJLiuXQ.The influence mechanism of preschool teachers’ occupational stress, psychological capital and professional identity on occupational well-being. Psychol Dev Educ2014;
30: 442–448.
30.
YangXMQiYLShenZF.The relationship among psychological capital, organizational identity, job performance and subjective well-being of rural doctors. Chin J Clin Psychol2015;
23: 350–353.
31.
WuWC.Teachers’ professional identity has the greatest impact on happiness. China Soc Sci J2016:
6; 12–19.
32.
KakadaPDeshpandeY. Working conditions and effective supervision: does it matter for engineering faculty job satisfaction. Int J Electr Eng Educ. Epub ahaed of print2019. DOI: 10.1177/0020720918815998.
33.
LuoJZhouYChenW.The relationship between teachers’ professional identity and emotional commitment: the mediating role of job satisfaction. Psychol Dev Educ2014;
30: 322–328.
34.
HuFFSangQS.The relationship between preschool teachers’ professional identity, social support and job satisfaction. Psychol Behav Res2013;
11: 666–670.
35.
AiJYangT.The influence of preschool teachers’ professional identity and flexibility on turnover intention. J Teach Educ2016;
3: 33–41.
36.
TsaiSBWuWMaS, et al.
Benchmarking, knowledge inertia, and knowledge performance in different network structures. Enterp Inf Syst2020;
14: 641–660.
37.
MaynardDCThorsteinsonTJParfyonovaNM.Reasons for working part-time: subgroup differences in job attitudes and turnover intentions. Career Dev Int2006;
11: 145–162.
38.
WeiSH.Research on teachers’ professional identity.
Chongqing:
Southwest University, 2008.
39.
WeiSHSongGWZhangD.Social cognitive processing characteristics of teachers with different professional identity levels on professional life events. Psychol Dev Educ2017: 45–55.
40.
GreenhausJHParasuramanSWormleyWM.Race effects of organizational experience, job performance evaluation, and career outcomes. Acad Manag J1990;
33: 64–86.
41.
FeixiongMZichuanZMiZ, et al. Fuzzy comprehensive evaluation of classroom teaching quality of college teachers. Int J Electr Eng Educ. Epub ahead of print 2020. DOI: 10.1177/0020720920928540.
