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Empirical research on the psychological contract of physical education teachers in high school of China

Xiaodong Long, Hong Luo, Yuefeng Wang, Yuanping Chen, Wei Wang, Huanwei Zhang

Purpose: based on the currently complex psychological contract issues of physical education (P.E.) teachers in high school, we intend to discuss with our peers about how to improve their mental health. Methods: with a total of 16 experts and 80 PE teachers as experimental subjects, analysis was made on scores of their psychological contract index by means of literature, interviews, questionnaires, comparative analysis, mathematical statistics and logical reasoning. Conclusions: psychological contracts of high school PE teachers include “responsibilities of high school PE teachers” and “responsibilities of high schools”; responsibilities of high school PE teachers involve three dimensions, namely transactional norm contract, interpersonal relation contract and innovation contract, while responsibilities of high schools involve basic benefit contract, development contract and balance contract; the overall situation for the psychological contracts of high school PE teachers is just so-so, ranked in the following order based on importance: development contract, basic benefit contract, transactional norm contract, interpersonal relation contract, balance contract and innovation contract