中国临床心理学杂志

中小学教师职业承诺、教学效能与职业倦怠的关系模型

作者：李义安¹ 勇健²

单位：1. 聊城大学教育科学学院山东聊城 252059
2. 威海职业学院基础部山东威海 264200

分类号：B849;G443

出版年,卷(期):页码：2010,18(3):360-362

摘要：

目的：探讨中小学教师职业承诺、教学效能与职业倦怠的关系模型。方法：采用教师职业承诺问卷、教学效能问卷和职业倦怠问卷对454名中小学教师进行调查。结果：相关分析结果表明，除继续承诺外，中小学教师的情感承诺、规范承诺与情绪耗竭、去个性化、成就感低呈显著负相关，与一般教学效能、个人教学效能呈显著正相关。中小学教师的一般教学效能、个人教学效能与情绪耗竭、去个性化、成就感低呈显著负相关。结构方程模型结果显示，中小学教师的职业承诺和教学效能对其职业倦怠具有显著的负向预测作用。中小学教师的职业承诺除直接影响其职业倦怠外，还通过教学效能间接影响其职业倦怠水平。结论：中小学教师的职业承诺、教学效能对其职业倦怠有重要影响。教学效能在职业承诺与职业倦怠的关系中发挥积极的中介作用。

Objective:To explore the relationship model of teachers’ occupational commitment,teaching efficacy and job burnout in primary and middle schools.Methods:454 teachers in primary and middle schools were investigated with the scales of teachers’ occupational commitment,teaching efficacy and job burnout.Results:The results of correlation analysis indicated that,except continuance commitment,teachers’ affective commitment and normative commitment negatively correlated significantly with emotional exhaustion,depersonalization and lack of personal accomplishment,and positively correlated significantly with general teaching efficacy and personal teaching efficacy.And teachers’ general teaching efficacy and personal teaching efficacy negatively correlated significantly with emotional exhaustion,depersonalization and lack of personal accomplishment.The results of SEM indicated that the teachers’ occupational commitment and teaching efficacy could remarkably predict negatively their job burnout.The teachers’ occupational commitment could not only directly predict their job burnout,but also could indirectly predict their job burnout through teaching efficacy.Conclusion:The occupational commitment and teaching efficacy have important influence on job burnout of teachers in primary and middle schools.The teachers’ teaching efficacy plays a partially positive mediating role in the relationship between occupational commitment and teaching efficacy.

基金项目：

作者简介：

参考文献：

[1] 连榕主编.教师专业发展.北京:高等教育出版社,2007.93-99
[2] 徐富明,朱从书.中小学教师的职业承诺及其与工作满意度的关系.教学与管理,2005,3:18-20
[3] Maslach C,Schaufeli WB,Leiter MP.Job burnout.Annual Review of Psychology,2001,52(1):397-422
[4] 曾玲娟,伍新春.教师职业倦怠研究综述.辽宁教育研究,2003,11:79-80
[5] 王芳,许燕.中小学教师职业枯竭状况及其与社会支持的关系.心理学报,2004,36(5):568-574
[6] 王文增,郭黎岩.中小学教师职业压力、职业倦怠与心理健康研究.中国临床心理学杂志,2007,15(2):146-148
[7] 刘晓明,秦红芳.中小学教师的自我概念与其职业倦怠的关系.中国临床心理学杂志,2005,13(2):150-152
[8] 俞国良,辛涛,申继亮.教师教学效能感:结构与影响因素的研究.心理学报,1995,27(2):159-166
[9] 俞国良,罗晓路.教师教学效能及其相关因素研究.北京师范大学学报(社科版),2000,1:72-79
[10] 刘晓明,王丽荣,金宏章,等.职业压力影响中小学教师职业倦怠的作用机制研究.中国临床心理学杂志,2008,16(5):537-539
[11] 刘毅,吴宇驹,邢强.教师应对方式影响职业倦怠:教学效能的中介效应.宁波大学学报(教科版),2008,30(5):36-40
[12] 左志宏,席居哲.幼儿教师职业倦怠与职业承诺特点:新手与熟手的比较.学前教育研究,2008,11:21-24
[13] 徐富明,朱从书,邵来成.中小学教师的工作倦怠与其相关因素的关系研究.心理科学,2005,28(5):1240-1242
[14] 赵玉芳,毕重增.中学教师职业倦怠状况及影响因素的研究.心理发展与教育,2003,1:80-84
[15] 刘晓明.职业压力、教学效能与中小学教师职业倦怠的关系.心理发展与教育,2004,2:56-61
[16] 李晔,刘华山.教师效能感及其对教学行为的影响.教育研究与实验,2000,1:50-55
[17] 王玲凤.中小学教师教学效能和抑郁状况的相关性分析.中国学校卫生,2006,27(11):985-986
[18] 温忠麟,张雷,侯杰泰,刘红云.中介效应检验程序及其应用.心理学报,2004,36(5):614-620

服务与反馈：

【文章下载】【加入收藏】