目前我国已经进入高质量发展的新阶段，建设教育强国是中华民族伟大复兴的基础工程，基础教育是基础工程的基础。公立中小学教师作为基础教育一线工作者，直接面对学生和家长，其工作效率和工作质量直接关系着我国推进教育现代化、建设教育强国的进程。

工作繁荣的员工和团队更具有活力以及积极的学习倾向，丰富的内部能量有助于员工更好的即兴发挥或重组技能，带来一系列积极的组织结果，比如降低工作倦怠、提高绩效和工作满意度等。工作繁荣的教师更有利于我国构建新时代中国特色教师教育体系。

Spreitzer和Porath（2013）构建的工作中的个人成长整合模型强调个体的主观能动性，该理论认为良好的情境因素促进个体的自主决定从而催生其旺盛感。公立学校中小学教师是为国民教育服务的，具有典型的公职人员特征，具有公共服务动机。公共服务动机作为自我决定程度最高的内在动机，通过探究公共服务动机与工作繁荣之间的关系，搭建起个体优势和其工作状态的联系，有望为实现教师工作繁荣提供新立论依据。

2021年7月，中共中央办公厅、国务院办公厅印发了《关于进一步减轻义务教育阶段学生作业负担和校外负担的意见》，“双减”政策作为一种外在刺激直接作用于公立中小学教师的感知，形成教师因政策的获益和受损产生的威胁机遇感知。根据Zhou等（2008）提出的威胁机遇感知理论，威胁机遇感知是威胁感和机遇感有机结合的一个整体，会随内部和外部刺激对某一事件产生更倾向于威胁或更倾向于机遇的感知。教师“双减”政策感知的不同倾向也会带来积极地或消极的影响，从而影响教师工作繁荣。

    本研究以提高公立中小学教师工作繁荣为出发点，在工作中的个人成长整合模型等理论指导下，一方面研究公共服务动机和“双减”政策感知，探究二者在实现教师工作繁荣过程中的作用机制，一方面考虑到当前公立中小学教师角色压力对工作繁荣的影响，探究其如何参与并影响教师工作繁荣。研究结果表明，教师公共服务动机越高，其“双减”政策感知越倾向于机遇，公共服务动机越低，其“双减”政策感知越倾向于威胁；“双减”政策感知越倾向于机遇，工作繁荣越高，“双减”政策感知越倾向于威胁，工作繁荣越低；“双减”政策感知在公共服务动机和工作繁荣之间起中介作用；角色压力在“双减”政策感知与工作繁荣之间起调节作用。从工作中的个人成长整合模型出发，验证了公共服务动机作为自我决定程度最高的内部动机的积极作用，并为提高教师工作繁荣提出可行的建议。

At present, China has entered the new stage of high quality development. The construction of education power is the foundation of the great rejuvenation of the Chinese nation, and the basic education is the foundation of the basic project. As the front-line workers in basic education, public elementary and secondary school teachers face students and parents directly. Their work efficiency and work quality are directly related to the progress of promoting the education modernization and building a powerful education country.

Research shows that working staff of prosperity and the team more dynamic and active learning, rich internal energy to help employees better improvise or restructuring skills, lead to a series of positive organizational results, such as reduce the job burnout, to improve performance and job satisfaction and reduce turnover intention and so on. A prosperous work of teachers will be more conducive to the construction of the new era of Chinese characteristics of teacher education system, promoting the modernization of education in China and the construction of education power.

The integrated model of personal growth at work constructed by Spreitzer and Porath (2013) emphasizes the subjective initiative of individuals, and demonstrates how situational facilitators change individual behaviors by influencing self-determination, thus leading to prosperity. This theory holds that good situational factors promote individual self-determination and thus promote their sense of exuberance. Primary and secondary school teachers in public schools serve the national education and have typical characteristics of public officials with public service motivation. Public service motivation is the most self-determined intrinsic motivation. By exploring the relationship between public service motivation and job prosperity, this paper establishes the connection between individual advantages and their work status, which is expected to provide a new theoretical basis for the realization of teacher work prosperity.

In July 2021, China issued "about further reduce the compulsory education stage student work burden and external opinion", "ShuangJian" policy, as a kind of external stimuli act directly on the public perception of the teacher, form teacher because of the policy benefit and damaged opportunity threat perception. According to the threat-opportunity perception theory put forward by Zhou et al. (2008), threat-opportunity perception is an integral part of threat perception and opportunity perception, which is more prone to threat or opportunity perception in response to an event with internal and external stimuli. The different tendencies of teachers' perception of the "double reduction" policy will also bring positive or negative effects.

This study takes improving the work prosperity of public primary and secondary school teachers as the starting point, and under the guidance of the integrated model of personal growth at work and other theories, on the one hand studies the motivation of public service and the perception of "double reduction" policy, and explores the mechanism of the two in the process of achieving the work prosperity of teachers. On the one hand, considering the influence of role stress on job prosperity of current public primary and secondary school teachers, we explored how they participate in and influence teachers' job prosperity.

           The results show that the higher the motivation of public service, the more likely the teachers' perception of "double reduction" policy is to be opportunities, and the lower the motivation of public service, the more likely the teachers' perception of "double reduction" policy is to be threats. The perceived "double reduction" policy is more inclined to opportunity, and the perceived "double reduction" policy is more inclined to threat, and the perceived "double reduction" policy is less inclined to job prosperity. The "double reduction" policy perception plays a mediating role between public service motivation and job prosperity; Role stress moderates the relationship between perceived "double reduction" policy and job prosperity. Based on the integrated model of personal growth at work, this paper verifies the positive role of public service motivation as the most self-determined internal motivation, and puts forward feasible suggestions for improving teachers' job prosperity.