中学教师工作狂类型与工作绩效的关系研究：基于潜在剖面分析

以229名中学教师对研究对象，采用潜在剖面分析方法探索其工作狂类型，并进一步揭示这些类型与工作绩效间的关系。结果表明:（1）教师按工作狂得分可分为三类：重度工作狂、中等偏高工作狂和中等偏低工作狂;（2）不同类别工作狂会对工作绩效产生不同程度的影响。

The Relationship between Workaholism profiles and Job Performance of High School Teachers: A Latent Profile Analysis

With further advancement and deepen of the education reform, teachers have gradually become the primary factor affecting the consequence of education reform. As a result, teachers have suffered much more pressure from society and school. Under this circumstance, the phenomenon of workaholism among high school teachers has become extremely serious. Workaholism is not only related to teacher’s physical and mental health, but also the quality of education. Therefore, we need to pay much more attention on the workaholism phenomenon of teachers. Workaholics are individuals who work excessively hard (the behavioral dimension) and being obsessed with work (the cognitive dimension), which manifests working compulsively. Many researchers have explored the outcomes of workaholism, however, the results of previous studies on the relationship between workaholism and job performance are not consistent. Therefore, it is necessary to figure out how workaholism influence individuals’ job performance. This study aims to address this question by using latent profile analysis.We collected data from 5 high school teachers in Guangdong Province. The final sample includes 229 teachers. By using latent profile analysis and BCH method. we got the following conclusions: first, three profiles were identified: severe workaholism, moderately high workaholism, and moderately low workaholism, accounting for 9.2%, 43.2%, and 47.6% respectively. Different profiles were varied in the level of the profile indicators. Specifically, the severe workaholism profile was characterized by high levels of working compulsively and excessively, whereas the moderately low workaholism profile was characterized by low levels of working compulsively and excessively. The remaining profile is large and less extreme, characterizing teachers presenting moderate levels of working compulsively and excessively. Otherwise, these profiles were associated with different levels of job performance. Specifically, compared with moderately low workaholism and severe workaholism, moderately high workaholism had a relatively higher level of job performance. In the end, we discussed several important theoretical and practical implications of this study. First, this study used latent profile analysis to explore the types of teacher’s workaholism in Chinese context, which complements the previous research on workaholism. Second, this study resolved the contradictory relationship between workaholism and job performance from the perspective of person-centered. Moreover, there are also some enlightenment to practice. On the one hand, for teachers with moderately low workaholism, high school should encourage and motivate teachers to put much time and energy into work; on the other hand, school and society should guide the severe workaholism, actively implement employee assistance programs (such as paid leave, flexible work system, etc.) or carry out psychological disengagement training to promote their psychological disengagement of the severe workaholism teachers. There are still some shortcomings in this paper. First, this study adopted the self-evaluation method to measure high school teacher’s job performance. We suggest that the method of combining self-evaluation and other-evaluation can be examined in future studies. In addition, this study collected data only from high school teachers. Future studies can use multiple samples to further validate the results. Moreover, due to the limitations of the method itself, other analysis methods can be combined in the future to find the inflection point between profiles. Finally, this study uses the two-dimensional workaholism scale. Future research are highly recommended to explore the relationship between types of workaholism and job performance from a three-dimensional perspective.