中国临床心理学杂志

中小学教师的自我概念与其职业倦怠的关系

作者：刘晓明秦红芳

分类号：R395.6

出版年,卷(期):页码：2005,13(2):150-152

摘要：

目的:探讨教师自我概念与职业倦怠之间的关系。方法:采用教师自我概念量表(TSCES)和职业倦怠量表对692名中小学教师进行了问卷调查。结果:教师自我概念与职业倦怠中的情绪衰竭和去人性化呈显著负相关,与低成就感呈显著正相关;回归分析表明教师自我概念中教学满意度、自我接纳、人际感知和师生关系对职业倦怠有一定的预测作用。结论:中小学教师的自我概念与其职业倦怠存在显著的相关,自我概念的不同维度对职业倦怠具有不同的预测作用。

Objective: To explore the relationship between job-burnout and self-concept of teachers. Methods: Teacher Self-concept Evaluation Scale(TSCES) and Maslach Burnout Inventory (MBI) were used to assess 692 primary and junior middle school teachers. Results: Significant negative correlation existed among teachers' self-concept and emotional exhaustion and depersonalization accomplishment, and another dimension-low personal accomplishment showed positive correlation with teachers' self-concept. Stepwise regression analysis revealed that four dimensions of self-concept were predictors of job-burnout. Conclusion: Rising positive teachers' self-concept is beneficial to prevent and interfere with teachers' job-burnout.

基金项目：

教育部人文社会科学研究项目(项目号:03JD880016);吉林省教育科学“十五”课题研究成果;教育部留学回国人员科研启动基金项目的资助

作者简介：

参考文献：

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