教师集体效能和自我效能对工作压力影响作用的调节--多水平分析研究

通过对28所小学1299名教师的调查结果，作者主要对教师集体效能和自我效能对工作压力与教师工作满意度、内在动机及离职倾向之间关系的调节作用进行了分析。多层分析结果表明：(1)教师工作压力与教师工作满意度和内在动机的关系受教师自我效能高低的调节，教师自我效能高的教师．工作压力所带来的负面影响较小；在考虑了教师自我效能的调节作用后，教师工作压力对教师工作满意度、内在动机和离职倾向的影响存在显著的学校水平的差异。(2)学校水平背景特征一教师集体效能对教师工作压力与内在工作动机和离职倾向之间的关系有显著的调节作用，在集体效能高的学校中的教师，工作压力的负面影响较弱。

Teachers' Collective Efficacy and Self Efficacy as Moderators of the Impact of Work Stress:A Multi-level Study

Based on survey data collected from 1299 teachers representing 28 elementary schools, the moderating effects of teachers self efficacy and collective efficacy on the relations of work stress with job satisfaction, internal motivation and resignation tendency were tested. Hierarchical Linear Model(HLM) results revealed that (1) teachers' self efficacy significantly moderated the effects of work stress on job satisfaction and internal motivation: the greater the teachers' self efficacy, the weaker the negative effect of work stress. Also the random slopes' variances of work stress on job satisfaction, internal motivation and resignation tendency were significant. (2) Teachers' collective efficacy, as a school level contextual characteristic, significantly moderated the effects of work stress on internal motivation and resignation tendency. For teachers in higher collective efficacy schools, the negative effect of work stress on internal motivation was less than for teachers in lower collective efficacy schools; and the effect of stress on resignation tendency was stronger in lower collective efficacy schools than in higher collective efficacy schools.