教师教学自主权与教师领导力的关系：心理授权和教学自主性的中介作用

教师领导力是指教师在课堂内外带领同事提升专业技能,与其他教师和校长合作处理学校事务的一种专业特质。为探究教师教学自主权与教师领导力的关系,以及教师心理授权和教学自主性的中介作用,从而寻求提升教师领导力的路径,研究选取403名中小学教师进行问卷调查。结果发现：（1）教学自主权与教师领导力呈显著正相关,且前者对后者有显著直接效应;（2）教师心理授权和教学自主性分别在教学自主权与教师领导力间发挥部分中介作用;（3）教师心理授权和教学自主性在教学自主权对教师领导力间发挥部分链式中介作用,即教学自主权的提高会促进教师心理授权和教学自主性的提升,进而促进教师领导力的发展。     

调节聚焦倾向与教师创新工作行为:自主性与控制性动机的中介作用

运用通用长期倾向调节聚焦量表、教师自我决定动机问卷与教师创新工作行为问卷对352名中小学教师进行施测.建立结构方程模型以考察中小学教师自主性与控制性动机在调节聚焦倾向对其创新工作行为影响过程中的中介作用.研究发现:(1)促进聚焦、自主性动机正向预测教师创新工作行为,防御聚焦、控制性动机负向预测教师创新工作行为;(2)促进聚焦与自主性动机正相关显著,与控制性动机负相关不显著;防御聚焦与控制性动机正相关显著,与自主性动机负相关不显著;(3)自主性动机在促进聚焦与教师创新工作行为的关系中起部分中介作用,控制性动机在防御聚焦与教师创新工作行为的关系中起完全中介作用.     

中小学教师教学自主权量表的修订

研究选取1222名中小学教师,针对Pearson和Hall(1993)编制的教学自主权量表进行修订。通过验证性因素分析,发现修订后的量表与原量表结构一致,包括课程自主和一般教学自主两个因素。修订后的量表具有良好的信度和效度指标,是一个有价值的测量教学自主权的研究工具。     

中小学教师的情绪智力与工作成效:积极职业心态的中介作用

本研究采用自编积极职业心态问卷、情绪智力问卷及工作满意度问卷,对来自广东、湖北、湖南、陕西和广西五省的207名中小学教师进行调查,探讨中小学教师的积极职业心态与其情绪智力、工作成效类变量(工作满意度、组织承诺和工作绩效)的关系。结果表明:(1)中小学教师的积极职业心态与情绪智力、工作满意度、组织承诺和工作绩效均存在显著正相关;(2)中小学教师的情绪智力对其积极职业心态具有正向预测作用;(3)中小学教师的积极职业心态在情绪智力与工作满意度、组织承诺及工作绩效之间均起部分中介作用。总而言之,中小学教师的情绪智力通过其积极职业心态对工作成效类变量产生重要影响。     

教师教学自主权与教学反思的关系：心理授权和职业承诺的中介作用

采用问卷调查法对北京23所中小学的教师加以研究，共回收有效问卷数据1341份，使用结构方程模型探讨教师教学自主权对其教学反思的影响，以及心理授权和职业承诺的中介作用。结果发现教师教学自主权对教学反思的直接效应和间接效应均显著，而且，间接效应包含两条路径：教学自主权通过心理授权的单独中介作用以及通过心理授权和职业承诺的链式中介作用影响教学反思。结果表明教师教学自主权与教学反思具有紧密关联，教师心理授权和职业承诺在该关联中发挥重要作用。     

教师职业认同与离职意向:工作满意度的中介作用

该研究探讨教师职业认同与离职意向的关系,以及工作满意度在其中所起的中介作用.采用教师职业认同量表、教师离职意向量表和教师工作满意量表(修订版)对1281名中小学教师进行施测.结果发现:(1)教师的职业认同与离职意向中的调校意向和换职意向两个维度都呈显著负相关.(2)职业认同度高的教师的调校意向和换职意向都显著低于职业认同度低的教师.(3)教师的工作满意度在职业认同与离职意向之间起部分中介作用.     

工作压力对中小学教师职业倦怠的影响：情绪劳动和工作满意度的链式中介作用

为探讨中小学教师的工作压力对职业倦怠的影响机制,采用中小学教师职业压力问卷、教师情绪劳动量表、工作满意度量表、教师职业倦怠量表对中小学教师进行调查,共回收有效问卷362份。结果发现,工作压力可以直接影响职业倦怠,也可以通过情绪劳动和工作满意度的链式中介作用影响职业倦怠。本研究揭示了中小学教师工作压力与职业倦怠的关系及其内在机制,研究结果扩展了资源保存理论和工作需求?资源模型,为中小学教师保持良好的工作状态提供了理论参考。     

中小学教师工作满意度与教学动机的关系

以1197名中小学教师为被试,通过问卷调查考察工作满意度与教学动机的关系。典型相关分析发现两组变量之间存在三对典型相关关系:环境满意度、升迁进修满意度、收入满意度和管理满意度作为抑制变量强化了活动满意度与内部动机的正相关;活动满意度和收入满意度对环境满意度与外部动机的正相关关系有调节作用,管理满意度作为抑制变量影响着升迁进修满意度、环境满意度与外部内化动机之间的负相关关系。鉴于工作满意度对教学动机的影响更为明显,采用分层回归分析进一步明确了可能存在显著回归效应。     

农村中小学教师情绪调节策略对生活满意度的影响:心理资本的中介作用

该研究采用心理资本量表、情绪调节量表以及生活满意度量表对444名农村中小学教师进行问卷调查,以考察农村中小学教师情绪调节策略与生活满意度的关系及心理资本的中介作用。结果显示,认知重评、表达抑制与心理资本及其各维度呈显著正相关;认知重评与生活满意度呈显著正相关;心理资本及其各维度与生活满意度呈显著正相关;心理资本在认知重评与生活满意度之间起完全中介作用。     

工作对家庭的增益与中小学教师的工作满意度:职业认同的中介作用及其性别差异

探究工作对家庭的增益影响中小学教师工作满意度的过程机制。采用纵向设计对760名中小学教师进行问卷调查,时间点1测查人口学变量和工作对家庭的增益,时间点2测查职业认同和工作满意度。结果发现:(1)工作对家庭的增益能够显著正向预测工作满意度;(2)职业认同在工作对家庭的增益与工作满意度的关系中起部分中介作用;(3)性别对此中介过程的前半段路径具有调节作用,表现为男教师的工作对家庭的增益对职业认同的预测效力更高。结果表明:工作对家庭的增益显著影响中小学教师的工作满意度,职业认同在此影响过程中具有中介作用,且这一中介作用存在性别差异。     

Employee and Supervisor Ratings of Motivation: Main Effects and Discrepancies Associated with Job Satisfaction and Adjustment in a Factory Setting1

Research and theory on employee job satisfaction and well-being has increasingly concentrated on both intrinsic and extrinsic motivational factors. According to self-determination theory (Deci & Ryan, 1985). autonomy, relatedness, and competence are three intrinsic psychological needs that, if fulfilled in the workplace, will lead to greater satisfaction, performance, and general well-being. This study examines employee and supervisor perceptions of the employee's autonomy, competence, and relatedness in the workplace, as well as the degree and direction of discrepancies between employee and supervisor reports. Both employee and supervisor ratings of intrinsic motivational factors were significantly related to work satisfaction, psychological health, and self-esteem, after controlling for the extrinsic factors of pay and job status. Results of discrepancy analyses were somewhat supportive of overrating being associated with greater well-being and job satisfaction. Discussion of the results ties this study to relevant research from a self-determination perspective and to the growing literature on discrepancies and self-perception.     

On the relations among work value orientations,psychological need satisfaction and job outcomes: A self‐determination theory approach

Using self‐determination theory, two studies found that holding an extrinsic, relative to an intrinsic, work value orientation was associated with less positive outcomes (i.e. less satisfaction with, dedication to and vitality while on the job) and more negative outcomes (i.e. higher emotional exhaustion, short‐lived satisfaction after successful goal‐attainment, and turn‐over intention). These relations were not limited to job outcomes, but also emerged using indicators of employees' general mental health. Moreover, income level did not moderate these relations. Study 2 found that holding an extrinsic, relative to an intrinsic, work value orientation was detrimental to employees' job outcomes because these orientations thwarted the satisfaction of the basic psychological needs for autonomy, competence and relatedness at work.     

Developing agency through good work: Longitudinal effects of job autonomy and skill utilization on locus of control

An internal locus of control has benefits for individuals across multiple life domains. Nevertheless, whether it is possible to enhance an individual's internal locus of control has rarely been considered. The authors propose that the presence of job autonomy and skill utilization in work can enhance internal locus of control, both directly and indirectly via job satisfaction. Three waves of data over a four-year period from the Household, Income and Labour Dynamics in Australia Survey (N = 3045) were analyzed. Results showed that job autonomy directly shaped internal locus of control over time, as did job satisfaction. Skill utilization did not play a role in terms of affecting locus of control, and the indirect effects of both job autonomy and skill utilization via job satisfaction were weak. This study suggests the importance of job autonomy in promoting the development of an employee's internal locus of control.     

Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Engagement refers to the behavioral intensity and emotional quality of a person's active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to promote their students' engagement during instruction. Teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students' autonomy. Over a series of 3 classroom observations, trained raters scored each teacher's autonomy support and 2 measures of their students' engagement–task involvement and influence attempts. Trained teachers displayed significantly more autonomy-supportive behaviors than did nontrained teachers. Further, the more teachers used autonomy support during instruction, the more engaged were their students. This was true on both measures of engagement.     

Gender Differences in the Job Satisfaction of Public Employees: A Study of Seoul Metropolitan Government, Korea

A central paradox in studies of gender and job satisfaction is why women’s job satisfaction is not lower than men’s, given that women’s jobs are often inferior in terms of pay, autonomy, and promotional opportunity. The purpose of this study was to investigate this paradox by asking two questions: How does the job satisfaction of female public employees compare with that of male employees? How can we explain the gender differences in job satisfaction? Data from a survey of 5,128 public employees in Seoul Metropolitan Government indicate that women are more satisfied with their jobs than are men. Among demographic variables gender was the only significant predictor of job satisfaction; women emphasized intrinsic rewards, whereas men emphasized extrinsic rewards. The reasons for women’s high job satisfaction are discussed and explained.     

Individual Ambidexterity: Exploring and Exploiting in Dynamic Contexts

The objective of this study is to analyze the mediating role of intrinsic and extrinsic job satisfaction in the relationship between the 2 dimensions of work–family conflict—family interfering with work (FIW) and work interfering with family (WIF)—and general job satisfaction. Step-by-step hierarchical regression analyses were carried out on a sample of 151 men and women from a Spanish public organization. The results confirmed the mediating role of intrinsic job satisfaction in the case of FIW. This highlights the importance of taking into account the level of satisfaction with the intrinsic facets of one's job as a measure for understanding why FIW has a negative impact on general job satisfaction.     

The Role of Autonomy Support and Autonomy Orientation in Prosocial Behavior Engagement

Two studies examined individual and environmental forces that affect engagement in prosocial behavior. Self-determination theory was used to derive a model in which autonomy orientation and autonomy support predicted satisfaction of three core psychological needs, which in turn led to engagement in prosocial activities. In Study 1, college students reported their engagement in various prosocial activities, and completed measures of autonomy orientation, parental autonomy support, and general need satisfaction. In Study 2, volunteer workers completed measures of autonomy orientation, work autonomy support and need satisfaction at work. The number of volunteered hours indicated the amount of prosocial engagement. Results across the studies showed that autonomy orientation was strongly related to engagement in prosocial behavior, while autonomy support was modestly related. Need satisfaction partially mediated the effect of autonomy orientation, and fully mediated the effect of autonomy support. Interestingly, autonomy support predicted lower volunteer turnover. Implications for how prosocial behavior can be motivated are discussed.     

Structure of the Modern Japanese Family: Evidence From the Results of a Doll Location Test by Adolescents

To test Herzberg's (1966, 1987; Herzberg, Mausner, &; Snyderman, 1959) motivator-hygiene theory, I examined the relationship between work values and job satisfaction. Educators (N # 386) from 18 Canadian secondary schools were asked to report the degree to which they experienced 16 work values and five dimensions of job satisfaction. Factor analysis suggested five sets of work values: intrinsic work-related, intrinsic work-outcome, extrinsic job-related, extrinsic job-outcome, and extrinsic people-related. Regression analyses identified the best predictors for each of the five dimensions of job satisfaction. The results support and extend Herzberg's theory. In addition to those identified by Herzberg, other factors contributed portions of variance to the five dimensions of job satisfaction.