幼儿教师心理授权与职业倦怠的关系研究  

A Study on the Relationship Between Nursery Teachers' Psychological Empowerment and Job Burnout

作　　者：冯艳慧[1] 王冬兰[2] 曹长德[1] 侯德娟[1] 

机构地区：[1]安庆师范学院教育学院,安徽安庆246011 [2]西北师范大学教育学院,甘肃兰州730070

出　　处：《西华大学学报（哲学社会科学版）》2014年第1期84-89,共6页Journal of Xihua University(Philosophy & Social Sciences)

基　　金：2013年安徽省教育厅人文社科项目"安徽省农村民办学前教育科学发展的长效机制研究"(课题批准号:SK2013B289)

摘　　要：本文通过对352名幼儿教师的问卷调查,考察幼儿教师心理授权和职业倦怠的现状,并探讨幼儿教师心理授权与职业倦怠的关系。结果表明:(1)幼儿教师心理授权和职业倦怠问卷的验证性因素分析模型与数据拟合良好;(2)幼儿教师心理授权在学历、职务、职称与幼儿园类型上存在显著差异;(3)幼儿教师职业倦怠在年龄、职称、职务与幼儿园类型上同样存在显著差异;(4)幼儿教师心理授权各因素与其职业倦怠各因素存在非常显著的负相关;回归分析表明,幼儿教师心理授权对其职业倦怠具有显著的负向预测作用。This study, on the basis of 352 questionnaires, explores the current situation of psychological empowerment and job burnout and the relationship between the two factors. The findings are ： 1 ） The confirmatory factor analysis model and the data fit well; 2） Nursery teachers＇ psychological empowerment varies largely according to their degrees, positions, professional titles and types of nursery schools; 3 ） Similarly, nursery teachers＇ job burnout varies largely according to their degrees, positions, professional titles and types of nursery schools; 4） Each dimension of psychological empowerment has an obviously negative correlation with each dimension of job burnout. Regression analysis shows that psychological empowerment has a significantly negative prediction effect on their job burnout.

关 键 词：幼儿教师 心理授权 职业倦怠 

分 类 号：G615[文化科学—学前教育学]