近几年来，教师的生存境况堪忧、工作压力加大，工作积极性下降。教师工作投入的状态引起了人们的关注，如何提高教师工作投入水平成为了学者们的研究热点。

  本研究尝试从影响教师组织认同的角度来探索学校组织氛围对教师工作投入的影响机制，以此来探寻提高教师工作投入的可行路径。通过对河北省D市三个区县720名小学教师的调研，描绘出这些教师的工作投入水平和组织认同感以及教师感知到的学校组织氛围总体情况，通过数据分析，尝试探究学校组织氛围是否正向预测教师工作投入，以及组织认同在这一影响中是否起到中介作用。

首先对教师组织认同感、教师工作投入水平和教师感知到的学校组织氛围进行描述性分析和人口统计学变量的差异性分析，结果显示：（1）总体教师工作投入处在中等偏上水平，不同性别在教师奉献维度上，不同教龄在教师专注维度上，不同班主任年限在教师工作投入总分上的均值都存在着显著差异；（2）总体教师组织认同处于中等水平，不同性别的教师在组织认同上存在显著差异；（3）教师感知到的学校组织氛围处于中偏上水平。校长行为系数和教师行为系数都大于均值，所以教师感知到的学校组织氛围总体的均值是开放型氛围。

其次对教师感知到的学校组织氛围、教师组织认同、教师工作投入进行相关分析发现：学校组织氛围、组织认同、教师工作投入三者之间呈两两显著正相关，其中学校组织氛围与教师工作投入的相关程度最高。

   在探究教师感知到的学校组织氛围是否能够预测教师工作投入的回归分析中发现：学校组织氛围对教师工作投入有显著的预测作用。

    最后在探究组织认同的中介作用时发现：在学校组织氛围对教师工作投入产生影响的过程中，组织认同起到了中介作用。即学校组织氛围既可以直接影响教师工作投入，也可以通过组织认同这一中介变量来影响教师组织投入。

In recent years, the living situation of teachers is worrying, the work pressure is increasing, the work enthusiasm is declining. The state of teachers' job involvement has aroused people's attention, and how to improve the level of teachers' job involvement has become a research hotspot of scholars.

This study explores the influence mechanism of school organizational climate on teachers' job engagement, from the perspective of influencing teachers' organizational identity, so as to explore a feasible way to improve teachers' job engagement. For D city in hebei province two counties, 720 primary school teachers' research, describe the level of teachers' job involvement and organizational commitment, perceived teacher and school organizational climate as a whole, through the data analysis, attempts to explore the school organizational climate and whether the teachers' job involvement on teachers' job involvement has a positive role, And whether teachers' organizational identity plays a mediating role in the effect of school organizational climate on teachers' job engagement.

Firstly, descriptive analysis and demographic variables difference analysis were conducted on teachers' sense of organizational identity, teachers' job involvement level and teachers' perceived school organizational atmosphere. The results showed that: (1) The overall teacher job engagement is above the average level, and there are remarkable differences in the average score of "teacher job engagement" for different genders in the "teacher dedication dimension", for different teaching ages in the "teacher focus dimension", and for different head teachers of different years in the "teacher work engagement". There is no remarkable difference in "teacher job involvement" among different ages, homeroom teachers or not, and different educational backgrounds. (2) Overall teachers' organizational identity is at a medium level. There are some remarkable differences in organizational identity among teachers of different genders. Male teachers score higher than female teachers. There are no remarkable differences in "teacher organization identity" among teachers of different ages, teachers of different teaching ages, whether they are homeroom teachers or not, the years of homeroom teachers and different educational backgrounds. (3) The school organizational atmosphere perceived by teachers is above average. Both the principal's behavior coefficient and the teacher's behavior coefficient are greater than the mean value, so the overall mean value of the school organizational atmosphere perceived by teachers is open atmosphere.

Secondly, the correlation analysis of school organizational climate, teachers' organizational identity and teachers' job engagement found that there was a significant positive correlation among school organizational climate, organizational identity and teachers' job engagement, among which the correlation between school organizational climate and teachers' job engagement was the highest.

In the regression analysis to explore whether teachers' perceived school organizational climate can predict teachers' job engagement, it is found that school organizational climate has a significant predictive effect on teachers' job engagement. Among them, teacher colleague behavior and intimacy behavior can significantly positively predict teacher job engagement, while teacher alienation behavior can negatively predict teacher job engagement, and colleague behavior has the strongest predictive effect. Teachers’ estrangement, principals with limited to negative dynamic dimension to predict teachers, teachers’ intimacy, the principal support behavior could positively predict teachers’ dedication dimension, teacher colleagues behavior, teachers intimacy can positively predict concentration, the principal limiting behavior, the principal supervision behavior could predict teachers focus on negative dimensions.

Finally, the mediating role of organizational identity is discussed. It is found that in the process of the influence of school climate on teachers' job engagement ，organizational identification plays a mediating role. School climate can affect teachers' job involvement directly or through the mediating role of organizational identity.