中小学教师妒忌与职场越轨行为的关系研究

发布时间：2018-10-13 17:15

【摘要】：我们国家倡导社会和谐发展，社会组织是社会中的重要组成部分，，社会组织的和谐健康发展对整个社会的和谐意义深远，组织成员工作过程中的情绪感受及由此引发的行为倾向则对组织和谐发展影响重大。而作为一种无法回避的负性情绪，妒忌心理更加不可忽视。当今教育处于大变革时期，中小学教师群体的心理健康一直受到研究者们的关注，对于中小学教师妒忌心理的研究有助于帮助中小学教师正确认识自己与其它同事的优缺点，正确对待自己和同事在工作中的得与失，保持乐观开朗的心态，帮助其控制妒忌情绪引发职场越轨行为的倾向，进而改善教师人际关系，促进校园和谐发展。本研究以中小学教师为研究对象，在以往主要关注妒忌前因变量及其产生的神经心理机制的基础上，通过信度分析和验证性因素分析检验了本研究所涉及问卷的信效度，并在此基础上分析比较了中国文化背景下中小学教师妒忌在不同人口学/组织学特征变量上的差异，并进一步探讨了中小学教师的妒忌心理与职场越轨行为之间的作用机制，以及情绪工作在二者相互关系中的调节作用。本研究的结果显示：第一：不同性别、年龄、学历、工作年限、组织性质的中小学教师在妒忌上存在显著差异（t0.05）。中小学女性教师的妒忌显著高于中小学男性教师的妒忌；中小学教师妒忌随着年龄段的增加有递增的趋势；剔除高中及中专以下学历组的样本偏差，学历越低，中小学教师妒忌得分呈现越高的趋势；工作年限越长，中小学教师妒忌呈现越高的趋势；公立中小学教师妒忌高于私立中小学教师妒忌；不同的组织规模在中小学教师妒忌上不存在显著差异(p0.05)。第二：中小学教师妒忌与职场越轨行为之间存在显著相关，并且对职场越轨行为具有显著的正向预测作用；中小学教师妒忌与职场越轨行为的人际越轨行为维度、组织越轨行为维度均存在显著相关，并且对各个维度都具有显著的正向预测作用。第三：情绪工作对中小学教师妒忌与人际越轨行为的关系有显著的负向调节作用；情绪工作对中小学教师妒忌与组织越轨行为的关系有显著的负向调节作用；情绪工作对中小学教师妒忌与职场越轨行为的关系有显著的负向调节作用。
[Abstract]:Our country advocates the harmonious development of society, and social organization is an important part of society. The harmonious and healthy development of social organization is of far-reaching significance to the harmony of the whole society. The emotional feelings and behavioral tendencies caused by the organization members' working process have a great influence on the harmonious development of the organization. As a negative emotion, jealousy can not be ignored. Nowadays, education is in a period of great change, and the mental health of primary and secondary school teachers has been concerned by researchers all the time. The research on jealousy of primary and secondary school teachers is helpful to help primary and secondary school teachers to understand their own strengths and weaknesses with other colleagues. In order to improve teachers' interpersonal relationship and promote the harmonious development of campus, we should correctly deal with the gains and losses of ourselves and colleagues at work, keep an optimistic and cheerful attitude, help them to control the tendency of jealousy to lead to deviant behavior in the workplace. In this study, primary and secondary school teachers were taken as the research subjects. On the basis of the previous attention to the former dependent variables and their neuropsychological mechanism, reliability analysis and confirmatory factor analysis were used to test the reliability and validity of the questionnaire involved in this study. On this basis, this paper analyzes and compares the differences of teachers' jealousy in different demographic / organizational characteristics under Chinese cultural background, and further discusses the mechanism between teachers' jealousy psychology and deviant behavior in the workplace. And the role of emotional work in the relationship between them. The results showed that: first, there were significant differences in jealousy among primary and secondary school teachers with different gender, age, educational background, working years and organizational nature (t0.05). The jealousy of female teachers in primary and secondary schools was significantly higher than that of male teachers in primary and secondary schools, and the jealousy of primary and secondary school teachers tended to increase with the increase of age. The higher the score of jealousy of primary and secondary school teachers, the higher the trend of jealousy of primary and secondary school teachers with longer working years, the higher the jealousy of public primary and middle school teachers is higher than that of private primary and secondary school teachers. There was no significant difference in the jealousy of primary and secondary school teachers among different organizational scales (p0.05). Second, there is a significant correlation between jealousy and deviant behavior in the workplace, and it has a significant positive predictive effect on workplace deviant behavior, and the dimensions of interpersonal deviant behavior between jealousy and workplace deviant behavior of primary and middle school teachers. The dimension of organizational deviant behavior is significantly related to each dimension and has a significant positive predictive effect on each dimension. Third, emotional work has a significant negative regulation effect on the relationship between jealousy and interpersonal deviant behavior of primary and secondary school teachers, emotional work has a significant negative regulation on the relationship between jealousy and organizational deviant behavior of primary and secondary school teachers. Emotional work has a significant negative effect on the relationship between teachers' jealousy and workplace deviant behavior.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848.4

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