教师压力影响职业倦怠:教学效能感的调节作用

采用问卷法以743名中小学在职教师为被试研究了教学效能感在职业压力影响职业倦怠过程中的调节作用。结果发现:①教师的工作特征、学生等压力源能有效预测教师职业倦怠。随着从业年限的增加,影响职业倦怠的主要压力源从工作特征过渡到社会特征。②教学效能的调节作用因教师不同的人口学分布而异,其中一般教学效能和个体教学效能所表现出来的调节效应也不同。③个体教学效能表现出线性调节作用,一般教学效能表现出曲线调节作用,两种调节作用的性质取决于不同的压力源。

The Influences of Teacher's Stress on Job Burnout: The Moderating Effect of Teaching Efficacy

Based on the study of the questionnaire of 743 teachers in middle and primary schools,the thesis probed into the moderating effects of teaching efficacy on the relationship between occupational stress and job burnout.Findings of the study confirmed the following aspects:(1)Sources of stress such as characteristics of teaching posts and students could effectively predict teachers' job burnout.As length of service increased,the main predictor varied from characteristics of posts to social characteristics.(2)Moderating effects of teaching efficacy varied with demographic indicators,of which general teaching efficacy and personal teaching efficacy manifested different moderating effects.(3)General teaching efficacy demonstrated linear moderating effects while personal teaching efficacy presented quadratic moderating effects.The nature of these two moderating were determined by various occupational stress sources.