幼儿教师胜任力和职业压力对职业幸福感的影响:职业认同和职业倦怠的作用

发布时间：2018-02-16 00:52

本文关键词： 幼儿教师职业幸福感胜任力职业认同职业压力职业倦怠　出处：《心理发展与教育》2017年05期 　论文类型：期刊论文

【摘要】：为探索幼儿教师胜任力、职业压力、职业认同以及职业倦怠对职业幸福感的影响机制,选取四川、重庆、西藏、贵州和北京五地幼儿教师326名,用幼儿教师职业幸福感量表、幼儿教师胜任力问卷、幼儿教师工作压力源问卷、幼儿教师职业认同问卷和教师职业倦怠量表进行调查。结果表明:(1)控制学校性质、每月收入、教师教龄和年龄影响后,幼儿教师职业认同是胜任力提升职业幸福感的中介。(2)幼儿教师职业倦怠和职业认同是职业压力降低职业幸福感的中介,具体包括职业倦怠和职业认同的单独中介效应以及职业倦怠——职业认同的链式中介效应三条路径。(3)幼儿教师胜任力缓解职业压力对职业倦怠的影响;职业压力放大胜任力对职业认同的影响。以上研究结果拓展了职业幸福感的JD-R模型,并对提升幼儿教师职业幸福感具有重要价值。
[Abstract]:In order to explore the influence mechanism of preschool teachers' competence, occupational pressure, occupational identity and burnout on occupational well-being, 326 preschool teachers from Sichuan, Chongqing, Tibet, Guizhou and Beijing were selected, and the scale of preschool teachers' occupational well-being was used. The results showed that the quality of school, the monthly income, the teachers' teaching years and age were controlled by the scale of preschool teachers' competence, teachers' job stressors, preschool teachers' professional identity and teachers' job burnout. Preschool teachers' occupational identity is the intermediary of competence to enhance occupational well-being. 2) preschool teachers' job burnout and occupational identity are the mediators of occupational stress to reduce occupational well-being. Specifically, there are three paths of job burnout and occupational identity: the single intermediary effect of job burnout and occupational identity and the chain intermediary effect of job burnout. (3) the effect of preschool teachers' competence on job burnout by alleviating occupational stress; The above results extend the JD-R model of occupational well-being and play an important role in improving the occupational well-being of preschool teachers.
【作者单位】：成都大学师范学院;西南大学心理健康教育研究中心;
【基金】：四川学前教育发展研究中心资助项目“中新幼儿教师职业幸福感比较研究”(CECER-2016-B11)
【分类号】：G443

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