职业压力影响中小学教师职业倦怠的作用机制研究  

Mechanism of Occupational Stress on Job Burnout of Primary and Middle School Teachers

作　　者：刘晓明[1,2] 王丽荣[1] 金宏章[1] 秦红芳[2] 

机构地区：[1]哈尔滨工程大学应用心理学研究所,黑龙江哈尔滨150001 [2]东北师范大学心理学系,吉林长春130024

出　　处：《中国临床心理学杂志》2008年第5期537-539,共3页Chinese Journal of Clinical Psychology

基　　金：教育部人文社会科学研究项目(03JD880016);教育部留学回国人员科研启动基金资助项目

摘　　要：目的:考察职业压力影响中小学教师职业倦怠的作用机制。方法:通过问卷法对511名中小学教师进行调查。结果:职业倦怠与教学效能感、自我概念和社会支持呈显著的负相关,与职业压力、角色冲突/模糊均呈显著的正相关。职业压力对职业倦怠的作用机制主要有两条路径:一是职业压力会借助认知系统中的自我概念、角色冲突/模糊作用于职业倦怠;二是职业压力借助认知系统中的自我概念、角色冲突/模糊和社会支持系统的调节作用来改变教师的自我效能感,进而影响职业倦怠。结论:职业压力、教学效能感、自我概念、社会支持和角色冲突/模糊等均是影响职业倦怠的重要因素,通过改变认知系统和社会支持系统可以缓解职业压力对教师职业倦怠的影响。Objective： To investigate the mechanism of occupational stress on job burnout of primary and middle school teachers. Methods： 511 primary and middle school teachers responded the questionnaires. Results： Job burnout was negatively correlated with teaching efficacy,self-conception and social support, and positively correlated with occupational stress and role conflict/ambiguity. The mechanism of occupational stress on job burnout had two paths： one was occupational stress worked on job burnout in virtue of self-concept and role conflict/ambiguity of cognitive system; the other was occupational stress changed teaching efficacy in＇ virtue of the self-conception and role conflict/ambiguity in cognitive system and the mediation of social support system. Conclusion： Occupational stress, job satisfaction, teaching efficacy, self-concept, social support and role conflict/ambiguity are the important factors that impact job burnout. The effects of occupational stress on job burnout can be reduced through adjusting the cognitive system and social support system.

关 键 词：职业压力 职业倦怠 教师 作用机制 

分 类 号：R395.6[哲学宗教—心理学]