特殊教育教师情绪劳动、应对方式和职业压力的关系

发布时间：2018-08-27 10:51

【摘要】：本研究结合当代特殊教育教师的现实生活环境,对特殊教育教师情绪劳动、应对方式及职业压力状况进行调查,从应对方式角度研究特殊教育教师情绪劳动与职业压力的关系,探明应对方式在特殊教育教师情绪劳动和职业压力发展中的作用,研究的结果为教育部门出台相关政策提实证研究依据,为缓解教师职业压力和提高教师的教学质量等实践工作提供理论和实证研究基础。本研究以360名特殊教育教师为对象,采用《情绪劳动测量量表》、《应对方式测量量表》、《职业压力测量量表》,运用方差分析、相关分析、多元回归分析等统计方法,分析特殊教育教师情绪劳动、应对方式及职业压力的关系,得出以下结论:(1)在情绪劳动的各维度中,男教师的表面行为显著高于女性;女教师被动深度行为显著高于男教师;在应对方式的两个维度中,女教师的积极应对高于男教师;特殊教育教师的职业压力在性别上不存在显著差异。(2)在情绪劳动的各维度中,除了在表面行为的维度上特殊教育教师的职称无差异显著外,其余的两个维度均有显著差异。应对方式的两个维度均有差异,在积极应对的维度上,小教三级的特殊教师显著性低于其他职称,在消极应对的维度上,小教二级、中教二级及中教高级的特殊教育教师显著性低于小教高级的特殊教师。特殊教育教师的职业压力在职称上无差异。(3)特殊教育教师的职业压力总分与主动深度行为及被动深度行为存在显著负相关,职业压力总分与表面行为存在显著正相关。专业发展压力与主动深度行为、被动深度行为、情绪劳动总分均存在显著负相关,专业发展压力与表面行为存在显著正相关。社会及学校评价压力与被动深度行为存在显著负相关,社会及学校评价压力与表面行为存在显著正相关。(4)特殊教育教师的工作负担压力及专业发展压力、职业压力总分与积极应对均存在显著负相关。学生问题行为对应对方式的各因子均有好的预测作用。工作负担压力对应对方式的各因子均有好的预测作用。(5)特殊教育教师的职业压力既直接影响情绪劳动,又通过应对方式间接影响情绪劳动。应对方式在情绪劳动和职业压力间的中介作用分析中发现:消极应对在职业压力与表面行为间存在完全中介作用,积极应对在职业压力与主动深度行为、被动深度行为间存在部分中介作用。
[Abstract]:The present study investigates the emotional labor, coping style and occupational stress of special education teachers, and studies the relationship between emotional labor and professional pressure from the perspective of coping style. To explore the role of coping styles in the development of emotional labor and professional pressure of special education teachers. It provides theoretical and empirical research basis for relieving teachers' professional pressure and improving teachers' teaching quality. In this study, 360 special education teachers were investigated by using emotional Labor scale, coping style scale, Occupational stress scale, Variance Analysis, correlation Analysis, multiple regression Analysis and other statistical methods. This paper analyzes the relationship among emotional labor, coping style and occupational stress of special education teachers, and draws the following conclusions: (1) in each dimension of emotional labor, male teachers' superficial behavior is significantly higher than that of women, female teachers' passive depth behavior is significantly higher than male teachers'; In the two dimensions of coping style, the positive coping of female teachers is higher than that of male teachers, and the occupational stress of special education teachers has no significant difference in gender. (2) in each dimension of emotional labor, there is no significant difference between female teachers and male teachers. Except that there is no significant difference in the professional titles of special education teachers in the dimension of superficial behavior, there are significant differences between the other two dimensions. There are differences in the two dimensions of coping style. In the positive coping dimension, the special teachers in the primary education level are significantly lower than those in other professional titles, and in the negative coping dimension, the primary education level is second. The special education teachers of secondary and senior secondary education are significantly lower than the special teachers of junior high education. (3) the total score of professional stress of special education teachers has significant negative correlation with active depth behavior and passive depth behavior, and there is a significant positive correlation between the total score of professional stress and superficial behavior. There was a significant negative correlation between professional development stress and active depth behavior, passive depth behavior, total score of emotional labor, and significant positive correlation between professional development stress and surface behavior. There was a significant negative correlation between social and school evaluation stress and passive depth behavior, and there was a significant positive correlation between social and school evaluation stress and superficial behavior. (4) work burden stress and professional development pressure of special education teachers; There was a significant negative correlation between the total score of occupational stress and positive coping. Student problem behavior has a good predictive effect on all factors of coping style. (5) Occupational stress of special education teachers not only directly affects emotional labor, but also indirectly affects emotional labor through coping style. In the analysis of the mediating effect between emotional labor and occupational stress, it is found that negative coping has a complete mediating role between occupational stress and superficial behavior, and actively coping with occupational stress and active deep behavior. There are some mediations between passive depth behaviors.
【学位授予单位】：济南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G760

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