中小学基础教育是筑牢我国全民族科学文化素质的基础，在建设中国特色社会主义现代化国家和实现中华民族伟大复兴的全局中起到关键作用。教师担负着为党育人、为国育才的使命，是国之大计、党之大计。在推动教师的工作投入水平、改进学校组织结构以及管理制度等方面的研究，也逐渐展现出多样性和丰富性，已成为教育管理领域的重要研究课题。

本研究基于资源保存理论，探索了组织支持感、心理资本对教师工作投入的影响及其作用路径。通过对北京市5所公立中小学教师共计223人发放的问卷数据进行分析，本研究得出的主要结论如下：

（1）被调查样本教师中，在工作投入上的均值处于比较高的水平，其中奉献维度的得分最高，专注维度的得分最低。不同年龄、教龄和职务的教师在工作投入及其子维度的均值呈现显著性差异，而在性别、学历以及学校类型变量上则不存在显著性差异。

（2）组织支持感会对教师工作投入产生显著的正向预测作用，其中工作支持和关心利益维度对教师工作投入的影响较为显著，而价值认同维度并未对教师工作投入产生显著影响。

（3）组织支持感对心理资本具有显著正向预测作用，其中工作支持和关心利益维度对心理资本影响较为显著，而价值认同维度未对心理资本产生显著影响。

（4）心理资本对于教师工作投入具有显著的正向预测作用，其中自我效能感、希望和韧性维度发挥主要作用，而乐观维度对教师工作投入未产生显著性影响。心理资本在组织支持感与教师工作投入之间起到部分中介效应，中介效应占总效应的32.9%。

      本研究在理论上丰富了教育管理领域对中小学教师工作投入的影响机制研究，在模型中引入组织支持感以及心理资本变量，丰富了有关学校组织支持和心理资本作为中介变量的实证研究。在实践上，本研究为学校管理工作提供了可行性建议，包括以支持和关爱教师为出发点，改进学校政策制度，注重对教师的心理健康状况，树立正确的教育价值观，完善专业提升路径和组织资源保障等。

Basic education in primary and secondary schools is the foundation for strengthening the scientific and cultural quality of the whole nation, and plays a key role in building a modern socialist country with Chinese characteristics and realizing the great rejuvenation of the Chinese nation. Teachers shoulder the mission of educating people for the party and talents for the country, which is the great plan of the country and the party. The research on Promoting Teachers' work input level, improving school organizational structure and management system also gradually shows diversity and richness, which has become an important research topic in the field of educational management.

Based on the theory of resource conservation, this study explores the impact of organizational support and psychological capital on Teachers' work investment and its path. By analyzing the questionnaire data of 223 teachers in five public primary and secondary schools in Beijing, the main conclusions of this study are as follows:

(1) Among the surveyed sample teachers, the average value of work engagement is at a relatively high level, in which the score of dedication dimension is the highest and the score of focus dimension is the lowest. Teachers of different ages, teaching ages and positions show significant differences in the mean value of job involvement and its sub dimensions, but there are no significant differences in gender, educational background and school type variables.

(2) The sense of organizational support will have a significant positive predictive effect on Teachers' work input. Among them, the dimensions of work support and concern for interests have a significant impact on Teachers' work input, while the dimension of value identity has no significant impact on Teachers' work input.

(3) Organizational support has a significant positive predictive effect on psychological capital, among which the dimensions of work support and interest care have a significant impact on psychological capital, while the dimension of value identity has no significant impact on psychological capital.

(4) Psychological capital has a significant positive predictive effect on Teachers' work engagement, in which the dimensions of self-efficacy, hope and resilience play a major role, while the dimension of optimism has no significant impact on Teachers' work engagement. Psychological capital plays a partial mediating effect between organizational support and teachers' work investment, accounting for 32.9% of the total effect.

This study theoretically enriches the research on the impact mechanism of the field of educational management on the work input of primary and secondary school teachers, introduces the sense of organizational support and psychological capital variables into the model, and enriches the empirical research on school organizational support and psychological capital as intermediary variables. In practice, this study provides feasible suggestions for school management, including taking supporting and caring for teachers as the starting point, improving school policies and systems, paying attention to teachers' mental health, establishing correct educational values, improving professional promotion path and organizational resource guarantee.