中小学教师职业人格与主观幸福感的关系:工作投入的中介作用

发布时间：2018-06-23 15:54

本文选题：职业人格 + 主观幸福感　；参考：《心理发展与教育》2017年06期

【摘要】：采用问卷调查法,以692名中小学教师作为被试,探讨教师职业人格和主观幸福感的关系及其机制。结果发现:(1)专家型教师在职业人格得分上显著高于新手、熟手型教师,体现出与教师职业更匹配、更具适应性的人格特点;(2)职业人格与主观幸福感正相关显著,职业人格可通过影响工作投入程度进而影响主观幸福感,工作投入在二者之间起部分中介作用;(3)新手、熟手和专家型教师职业人格影响主观幸福感的作用机制存在差异:新手职业人格直接影响主观幸福感,熟手大部分通过工作投入影响主观幸福感,而专家完全通过工作投入影响主观幸福感。研究表明,教师职业人格可通过提高工作投入程度,进而提升其主观幸福感。
[Abstract]:The relationship between teachers' professional personality and subjective well-being and its mechanism were investigated with a questionnaire survey of 692 primary and secondary school teachers. The results showed that: (1) the scores of professional personality of expert teachers were significantly higher than those of novice teachers, and that of proficient teachers reflected the personality characteristics that matched teachers' profession more adaptively. (2) Professional personality and subjective well-being were positively correlated. Professional personality can affect subjective well-being by influencing the degree of work involvement, and work engagement plays a part of intermediary role between the two. (3) novice, There is a difference between the professional personality of the expert teacher and that of the expert teacher in influencing subjective well-being: the novice professional personality directly affects the subjective well-being, and the proficient affects the subjective well-being mostly through work involvement. And experts affect subjective well-being entirely through work involvement. The research shows that teachers' professional personality can improve their subjective well-being by increasing their degree of work involvement.
【作者单位】：天津师范大学心理与行为研究院;闽江师范高等专科学校;福建师范大学心理学院;
【基金】：国家社会科学基金“十二五”规划项目“教师成长心理的整合研究”(BBA150045) 福建省社会科学规划青年项目“社会转型期中小学教师职业人格及其对工作投入的影响”(FJ2017C027)
【分类号】：G443

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