特殊教育教师工作家庭冲突、情绪智力与工作投入的关系

在积极心理学视野下探讨特殊教育教师情绪智力对工作家庭冲突与工作投入之间关系的调节作用。采用工作家庭冲突量表、情绪智力量表和工作投入量表，通过整群取样选取河南省7所特殊教育学校共256名教师进行调查。结果表明：（1）特殊教育教师工作家庭冲突和工作投入在性别、有无孩子及年龄方面差异显著。就工作家庭冲突水平而言，女教师显著高于男教师，有孩子的教师显著高于没孩子的教师，30-40岁的教师冲突水平最高，30岁及以下教师次之，41岁及以上教师最低；在工作投入水平上，女教师显著低于男教师，有孩子的教师显著低于没孩子的教师，41岁及以上教师投入水平最高，30岁及以下教师次之，31-40岁教师最低。（2）特殊教育教师工作家庭冲突与情绪智力、工作投入均呈负相关；情绪智力与工作投入呈正相关。（3）特殊教育教师情绪智力对工作家庭冲突与工作投入之间的关系有显著的调节作用。

The Relationship between Work Family Conflict,Emotional Intelligence and Work Engagement among Special Education Teachers

The current study was to explore the relationship between work family conflict, emotional intelligence and work engagement among special education teachers from the perspective of positive psychology. A total of 256 special education teachers in 7 special education schools were selected by cluster sampling and asked to complete the Work Family Conflict Scale (WFCS), Wong and Law Emotional Intelligence Scale (WLEIS) and Utrecht Work Engagement Scale (UWES). The results showed that:1) In terms of gender, having or no children, and age, there were significant differences in work family conflict and work engagement among special education teachers. Regarding work family conflict, the female teachers were more severe than the male ones; the teachers having children were more severe than those having no children; the teachers with age ranged from 31 to 40 years old were most severe, the teachers no more than 30 years old came second, while the teachers no less than 41 years old were slightest. As for work engagement, the male teachers were higher than the females; the teachers having no children were higher than those having children; the teachers no less than 41 years old were highest, the teachers no more than 30 years old came second, while the teachers with age ranged from 31 to 40 years old were lowest. 2) The special education teachers' work family conflict negatively correlated with their emotional intelligence and work engagement, while their emotional intelligence positively correlated with their work engagement. 3) The special education teachers' emotional intelligence moderated the relationship between their work family conflict and work engagement.