职业压力对特殊教育教师离职意向的影响:一个有调节的中介模型

发布时间：2018-04-18 07:28

本文选题：职业压力 + 职业认同　；参考：《中国特殊教育》2017年01期

【摘要】：以重庆、四川和浙江3地6所特殊教育学校的113名特殊教育教师为研究对象,采用特殊教育教师职业压力问卷、情绪应对策略问卷、职业认同问卷和离职意向问卷,探讨特殊教育教师的职业压力与离职意向的关系,同时考察职业认同在职业压力和离职意向之间的中介作用,以及该中介作用是否受到情绪加工的调节。结果表明:(1)特殊教育教师的职业压力对职业认同具有显著的负向预测作用,对离职意向具有显著的正向预测作用;(2)职业认同在特殊教育教师的职业压力和离职意向之间起部分中介作用;(3)该中介作用受到特殊教育教师情绪加工的调节,职业认同的中介效应在较高的情绪加工水平上不显著,在较低和中等的情绪加工水平上显著。
[Abstract]:A total of 113 special education teachers from 6 special education schools in Chongqing, Sichuan and Zhejiang provinces were investigated. The questionnaire included occupational stress questionnaire, emotional coping strategy questionnaire, occupational identity questionnaire and turnover intention questionnaire.This paper explores the relationship between professional stress and turnover intention of special education teachers, and examines the intermediary role of occupational identity between occupational pressure and turnover intention, and whether the intermediary role is regulated by emotional processing.The results show that the occupational stress of special education teachers has a significant negative predictive effect on professional identity.There is a significant positive predictive effect on turnover intention. (2) Occupational identity plays a part intermediary role between professional pressure and turnover intention of special education teachers. 3) this intermediary role is regulated by emotional processing of special education teachers.The mediating effect of occupational identity was not significant in higher emotional processing level, but significant in lower and middle emotional processing level.
【作者单位】：重庆师范大学教育科学学院;
【基金】：教育部人文社会科学研究青年基金项目“特殊教育教师职业压力的情绪应对策略研究”(项目批准号:10YJCXLX045)的研究成果
【分类号】：G760

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