工作投入关注个体对本职工作积极主动的态度，发扬乐观、创造等积极品质，可以更加有效地促进个体的自我发展，并提高组织任务绩效。本研究根据乡村小学教师在现实工作场景中面临的要求和资源，探究其对教师工作投入的影响。

本研究运用2020年对5个案例县1422名乡村小学教师的调查数据，了解我国乡村小学教师的工作投入现状，并基于工作要求—资源模型，探究工作要求与资源对教师工作投入的影响。本研究通过描述分析、多元回归分析等方法得出如下结论：（1）样本县域内小学教师工作投入的整体水平比较好，其中情感投入得分高于认知投入与行为投入；（2）教师工作投入水平在教师人口学变量之间存在着显著性差异，女教师在工作投入整体水平以及各子维度均显著高于男教师，师范类专业教师投入水平略高于非师范专业教师投入水平；（3）工作要求中的所教科目数量和学生课堂纪律与教师的工作投入水平存在显著负相关，工作资源的各个维度均与工作投入存在显著正相关；（4）当工作资源与工作要求共同作用于工作投入时，工作资源能够缓解工作要求的负向影响；（5）工作重塑在工作要求、工作资源对工作投入的影响上起到部分中介的作用。

基于以上研究结论，本研究得到以下启示：一是学校管理者应关注教师工作投入表现；二是学校应合理调适教师的工作要求，并匹配相应的工作资源；三是学校管理者需重视教师在工作中的主观能动性，鼓励教师整合工作中的要求与资源，积极重塑，提升工作投入水平。

The concept of work engagement, as a rising research concept in positive psychology, focuses on individuals' positive attitudes towards their job, optimism, creativity, and engagement, which can more effectively promote individual self-development and improve organizational task performance. This study explores the impact of demands and resources faced by rural primary school teachers in real-life work scenarios on their work engagement.

This study uses survey data from 1422 rural primary school teachers in five case counties in 2020 to understand the current situation of work engagement among rural primary school teachers in China. Based on the job demand-resources model, the study explores the influence of job demands and resources on teacher work engagement. This study draws the following conclusions through multiple regression analysis and other methods: (1) The average work engagement level of primary school teachers in the sample counties is relatively good, with emotional engagement scores higher than cognitive and behavioral engagement.(2) There is a clear difference in the level of work engagement among demographic variables of teachers. Female teachers have a significantly higher average level of work engagement and various sub-dimensions than male teachers, and the level of teacher engagement in teacher education majors is slightly higher than that in non teacher education majors. (3) The number of subjects taught in job requirements and classroom discipline of students have a negative impact on the teacher's perceived level of work engagement, and all dimensions of work resources can have a certain positive impact on work engagement.(4) When job resources and job demands work together on work engagement, work resources can alleviate the negative impact of work demands;(5) Job crafting plays a Part of the intermediaries role in the relationship between job demands,job resources, and work engagement.

Based on the above research conclusions, this study draws the following insights: firstly, school administrators should pay attention to the performance of teacher work engagement;Secondly, schools should reasonably adjust the work requirements of teachers and match corresponding work resources.Thirdly, school administrators need to attach importance to the subjective initiative of teachers in their work, encourage teachers to integrate requirements and resources in their work, actively reshape and improve their level of work engagement.