教学效能感与教师职业倦怠的关系:以情绪劳动策略为中介  

Mediate role of emotion work strategies between teaching efficacy and teachers' job burnout

作　　者：徐玙仙 刘启珍[1] 

机构地区：[1]湖北大学教育学院心理学系,湖北武汉4350062

出　　处：《湖北师范学院学报（自然科学版）》2011年第4期30-34,共5页Journal of Hubei Normal University(Natural Science)

摘　　要：目的:探讨情绪劳动策略在教学效能感与教师职业倦怠之间的中介作用。方法:采用问卷调查和结构方程建模的方法,以485名中学教师为被试考察了情绪劳动策略在教学效能感与教师职业倦怠之间的中介作用。结果:1)情绪劳动策略各因子与教学效能感各因子呈显著正相关,与职业倦怠各因子呈负相关。2)教学效能感各维度与职业倦怠中的情绪衰竭和去个性化因子都显著负相关。3)情绪劳动策略在教学效能感与教师职业倦怠中有部分中介作用。Objective： To investigate emotion work strategies mediate the relationship between. Methods： 485 secondary teachers were surveyed and SEM was used to examine the mediation role of emotion work strategies in the relationship between teaching efficacy and job burnout. Results ： 1 ） Emotion work strategies were significantly and positively correlated with its teaching efficacy, and negatively related with job burnout. 2） Teaching efficacy was negatively related with emotional exhaustion and depersonality. 3 ） Emotion work strategies, as mediated variable, partially mediate the relationship between teaching efficacies and job burnout.

关 键 词：情绪劳动策略 教学效能感 职业倦怠 中介 

分 类 号：G623[文化科学—教育学]