幼儿教师工作压力源、工作控制体验、工作倦怠关系研究

发布时间：2018-03-29 07:46

本文选题：工作倦怠　切入点：工作控制体验　出处：《山西大学》2007年硕士论文

【摘要】： 工作倦怠已成为工作压力研究领域的一个热点问题。幼儿教师作为工作倦怠的高发群体，工作倦怠对其影响及危害不容忽视。因此探讨幼儿教师工作倦怠的影响因素，寻求降低倦怠的方法，无疑是有着重要的现实意义。国外对教师的工作倦怠研究较成熟，但是，对这一问题国内外有针对性的研究却并不多见，所以有必要搞清楚幼儿教师的工作压力来源和工作倦怠的状况。本研究旨在考察幼儿教师工作压力源、工作控制体验与工作倦怠的关系，同时获得幼儿教师职业生涯各阶段与工作倦怠发生的相关结论，以期了解影响幼儿教师的压力反应过程，寻找恰当的中介调节变量，从而为进一步的干预提供实证依据。本研究包括三个部分：1、幼儿教师工作压力源分析。幼儿教师工作压力源包括5个方面：工作负荷、职业期望、工作环境与人际、社会地位与发展、幼儿因素。所编的《幼儿教师工作压力源问卷》信、效度检验符合心理测量学要求。2、研究二为工作压力源、工作控制体验与工作倦怠的关系研究，有效被试为589人。调查工具为：《教师工作倦怠量表》、自编《幼儿教师工作压力源问卷》、《工作控制体验量表》。主要采取多因素方差分析、相关分析、结构方程模型进行数据分析和处理。3、研究三为幼儿教师工作倦怠访谈。通过对25名不同类别的幼儿教师的深入访谈，考察了幼儿教师工作倦怠的成因，，得出了是控制不良和多种冲突的存在而导致工作倦怠的发生和发展。研究结果表明： 1、幼儿教师的工作压力源、工作控制体验与工作倦怠间有显著的相关存在。幼儿教师工作压力源、工作控制体验对工作倦怠总体的主效应显著。 2、工作控制体验作为教师工作压力源和工作倦怠之间的心理中介变量，具有调节作用。工作控制体验是通过工作控制感与工作控制需求的交互作用起作用的。结构方程模型分析显示，工作压力源对工作倦怠有直接的作用，工作压力越高，工作倦怠水平越高。工作控制体验水平越高，工作倦怠水平越低。工作压力对工作倦怠的作用，受到工作控制体验的影响，即工作控制体验减弱了工作压力对工作倦怠的作用。 3、工作压力源与工作控制体验在工作倦怠上交互作用显著，能很好的支持将JD—C模型中的工作控制从工作特征中分离出来，验证和发展了JD—C模型。高工作压力源得分和低工作控制体验是工作倦怠发生的心理根源。 4、幼儿教师所面临的工作压力较多，同时表现出一定程度的工作倦怠。 5、工作年限(教师职业生涯各期)是影响幼儿教师工作倦怠的主要人口学变量，工作年限不仅对工作倦怠主效应显著，而且工作年限与所带年级、幼儿园类别、文化程度在幼儿教师工作倦怠上的交互作用显著。根据以上研究结果，本研究提出了“教师职业生命周期”的概念，通过对工作控制体验的作用机理以及工作控制体验状态、职业生命周期、工作倦怠过程的相似性的考察，得出工作控制体验在教师职业发展结果和教师职业发展调节中具有指向性的结论，借此达到规避倦怠、消除“教师工作滞涨”、促进教师健康和谐发展的目的。
[Abstract]:Job burnout has become a hot issue in the field of work stress research . It is of great practical significance to explore the influence factors of job burnout of preschool teachers and to seek ways to reduce burnout .

The purpose of this study is to investigate the relationship between the work pressure source , the work control experience and job burnout of preschool teachers , and to obtain the relevant conclusions of the early childhood teacher ' s career stages and job burnout , with a view to understanding the process of stress response of preschool teachers and finding the appropriate mediation variables , thus providing an empirical basis for further intervention .

This study consists of three parts : 1 . Analysis of the working stress of preschool teachers . The work stress sources of preschool teachers include five aspects : workload , career expectation , working environment and interpersonal , social status and development , and early childhood factors .

The results show that :

1 . There is a significant correlation between the working pressure source , the working control experience and the job burnout among preschool teachers . The main effect of the working pressure source and the working control experience on the job burnout is significant .

2 . The work control experience is a psychological intermediate variable between teachers ' working pressure source and job burnout . The work control experience is influenced by the interaction of working control feeling and job control demand . The structure equation model analysis shows that the higher the working pressure , the higher the job burnout level . The higher the working pressure is , the lower the job burnout level . The higher the working control experience , the lower the job burnout level . The higher the working control experience , the higher the work control experience , that is , the work control experience attenuates the effect of working pressure on job burnout .

3 . The interaction between the working pressure source and the work control experience is remarkable in job burnout , which can support the separation , verification and development of JD - C model from the working characteristics . The high working pressure source and the low working control experience are the psychological sources of job burnout .

4 . Pre - school teachers are faced with more stress , while showing a certain degree of job burnout .

5 . The working life ( teacher ' s career period ) is the main demographic variable that affects the job burnout of preschool teachers . The working life is not only significant for the job burnout , but also the interaction between the working life and the grade , kindergarten class and degree of culture in the job burnout of preschool teachers .

According to the above research results , this paper puts forward the concept of " teacher professional life cycle " , through the investigation of the function mechanism of the work control experience and the similarity of the work control experience state , the professional life cycle and the job burnout process , the conclusion that the work control experience has directivity in the teacher ' s career development result and the teacher ' s professional development adjustment is obtained , thereby achieving the purpose of avoiding burnout , eliminating " teacher ' s work stagnation " and promoting the harmonious development of teachers ' health .

【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

【引证文献】