民族贫困地区幼儿教师心理授权与职业倦怠的关系研究  

作　　者：师文慧[1] 全小山[1] 

机构地区：[1]安顺学院教育科学学院,贵州安顺561000

出　　处：《高教学刊》2017年第8期53-55,共3页Journal of Higher Education

基　　金：2013年贵州省教育科学规划课题"民族贫困地区学前教育发展困境及促进策略研究--以贵州省某民族县为例"(编号:2013B082)

摘　　要：民族贫困地区学前教育受到国家、各地方政府和社会普遍重视,而幼儿教师是学前教育发展的关键。通过对310名幼儿教师心理授权、职业倦怠的测试,探讨民族贫困地区幼儿教师心理授权与职业倦怠之间的关系。结果表明:(1)民族贫困地区幼儿教师在职业倦怠各因子上存在显著的性别差异;在情绪耗竭、玩世不恭维度上存在显著的受教育程度和教龄差异。(2)民族贫困地区幼儿教师心理授权与职业倦怠呈显著负相关。工作意义、自我效能和工作自主性对职业倦怠有显著的负向预测作用,表明民族贫困地区幼儿教师的心理授权对职业倦怠有显著的影响。The preschool education in the poor ethnic areas attracts universal attentions from the central govern- ment, local governments and society. Moreover, the kindergarten teacher is the key of preschool education develop- ment. This article discusses the the relationship between psychological empowerment and job burnout of kindergarten teachers in poor ethnic areas by conducting a research to 310 kindergarten teachers. The research results show that： firstly, there are obvious gender differences in various job burnout factors among kindergarten teachers in the poor ethnic areas. Besides, there are differences in education degree and teaching experiences in the dimensions of emo- tional exhaustion and cynicism. Secondly, there is a negative correlation between job burnout and psychological em- powerment of kindergarten teachers in the poor ethnic areas. And, self-efficacy, significance of work and job autono- my have remarkable negative predictive effect on job burnout, indicating that psychological empowerment of kinder- garten teachers in the poor ethnic areas has a significant impact on their job burnout.

关 键 词：民族贫困地区 幼儿教师 心理授权 职业倦怠 

分 类 号：G640[文化科学—高等教育学]