职业压力对西部山区中小学教师主观幸福感的影响：有调节的中介模型

为了探讨西部山区中小学教师职业压力与主观幸福感的影响，采用问卷调查法对2568名西部山区中小学教师进行调查，结果显示：（1）西部山区中小学教师主观幸福感在性别、是否担任班主任、月收入、教龄等人口学变量上存在显著性差异；（2）职业压力显著负向预测西部山区中小学教师主观幸福感；（3）职业倦怠中介了职业压力对西部山区中小学教师主观幸福感的影响；（4）职业认同调节了职业压力→职业倦怠→西部山区中小学教师主观幸福感这个中介过程的前半段。

Influence of Occupational Stress on Subjective Well-Being of Primary and Secondary School Teachers in Western Mountainous Areas: A Moderated Mediation Model

In order to study the influence of occupational stress on subjective well-being of primary and secondary school teachers in western mountainous areas, a questionnaire survey was conducted among 2568 primary and secondary school teachers in western mountainous areas. The results showed that: 1) There were significant differences in subjective well-being of primary and secondary school teachers in western mountainous areas in demographic variables such as gender, whether they are head teachers or not, monthly income and teaching years. 2) Occupational stress significantly negatively predicted subjective well-being of primary and secondary school teachers in western mountainous areas. 3) Job burnout mediated the effect of occupational stress on subjective well-being of primary and secondary school teachers in western mountainous areas. 4) Occupational identity moderated the first half of the intermediary process from occupational stress, occupational burnout and subjective well-being of primary and secondary school teachers in western mountainous areas.