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《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:

 2023年05期

页码:

 463-471

栏目:

 应用心理学

出版日期:

 2023-10-20

文章信息/Info

Title:

 Teaching Efficacy and Occupational Well-being of Primary and Secondary School Teachers:The Role of Organization-based Self-esteem and Organizational Support

文章编号:

1003-5184(2023)05-0463-09

作者:

 潘晨晨¹; 3; 方 平²; 姜 媛³

 (1.北京理工大学人文与社会科学学院,北京 100048; 2.首都师范大学心理学院,北京 100048; 3.北京体育大学心理系,北京 100084)

Author(s):

 Pan Chenchen¹; 3; Fang Ping²; Jiang Yuan³

 (1.Department of Humanities and Social Sciences,Beijing Institute of Technology,Beijing 100048; 2.Department of Psychology,Capital Normal University,Beijing 100048; 3.Department of Psychology,Beijing Sport University,Beijing 100084)

关键词:

 教学效能感;  职业幸福感;  基于组织的自尊;  组织支持感

Keywords:

 teaching efficacy;  occupational well-being;  organization-based self-esteem;  organizational support

分类号:

 B848

DOI:

 -

文献标识码:

 A

摘要:

 教师职业幸福感通常是指教师根据自定的标准对其工作情感、动机、行为、认知和身心幸福等各个方面的主观体验。教师职业幸福感通常受到教师的认知情感等内部因素和工作环境等外部因素影响,其中,中小学教师教学效能感尤其影响教师职业幸福感的提升,但其具体影响的潜在机制还需要进一步探讨。因此,采用《中小学教师教学效能感量表》、《教师职业幸福感量表》《基于组织的自尊量表》和《组织支持感量表》对919名中小学教师进行调查,探讨教师教学效能感与职业幸福感之间的关系,在此基础上构建一个有调节的中介效应模型,检验基于组织的自尊在教学效能感与职业幸福感之间的中介作用,以及组织支持对上述中介路径的调节作用。结果发现:(1)中小学教师教学效能感对教师职业幸福感具有显著的正向预测作用。(2)中介效应检验表明,中小学教师基于组织的自尊在教师教学效能感与教师职业幸福感之间具有部分中介作用。(3)有调节的中介效应检验进一步表明,中小学教师组织支持感负向调节了“教学效能感→基于组织的自尊→职业幸福感”的前半段,正向调节了后半段。厘清教师职业幸福感的内在影响机制和条件,对促进教师职业幸福感,营造良好工作氛围,优化教师工作环境,促进教育事业发展有着重大意义。

Abstract:

 Teachers' occupational well-being usually refers to teachers' subjective experience of their work emotion,motivation,behavior,cognition and physical and mental happiness according to self-defined standards.Teachers' occupational well-being is usually affected by internal factors such as teachers' cognitive emotion and external factors such as working environment.Among them,the teaching efficacy of primary and secondary school teachers especially affects the improvement of teachers' occupational well-being,but the underlying mechanism of its specific impact still needs to be further explored.In this study,919 primary and secondary school teachers were investigated with the Teacher's teaching Efficacy Scale,Teachers' Occupational Well-being Scale,Organization Based Self-esteem Scale and Oganizational Support Scale,to explore the relationship between teachers' teaching effectiveness and occupational well-being,and to construct a moderated mediating effect model on this basis,to test the mediating effect of organization-based self-esteem on the relationship between teaching effectiveness and occupational well-being,and the moderating effect of organizational support on the above mediating path.The results show that:(1)Teaching effectiveness of primary and secondary school teachers has a significant positive predictive effect on teachers' occupational well-being.(2)The mediating effect test shows that the organization-based self-esteem of primary and secondary school teachers has a partial mediating effect on the relationship between teachers' teaching effectiveness and teachers' occupational well-being.(3)The moderated mediation effect test further shows that the primary and secondary school teachers' sense of organizational support negatively moderates the former path of “teaching effectiveness → organization-based self-esteem → occupational well-being” and positively moderates the latter path.To clarify the internal influencing mechanism and conditions of teachers' professional happiness is of great significance for promoting teachers' professional happiness,creating a good working atmosphere,optimizing teachers' working environment and promoting the development of education.

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备注/Memo

备注/Memo:

 基金项目:北京市社会科学基金项目(17JYB009)。 通讯作者:姜媛,E-mail:jiangyuan97@sina.cn。

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更新日期/Last Update:  2023-10-20