互动公平对特殊教育教师工作满意度的影响:信任领导的中介作用  

The Effect of Interactional Justice on Special Education Teachers' Job Satisfaction:The Intermediary Role of Trust in Leadership

作　　者：张峰[1] 

机构地区：[1]鲁东大学教育科学学院,烟台264011

出　　处：《中国特殊教育》2017年第11期64-68,共5页Chinese Journal of Special Education

摘　　要：为了考察互动公平和信任领导对特教教师工作满意度的影响,本研究以303名特教教师为研究对象,调查了特教教师的互动公平(包括人际公平和信息公平)、对领导的信任(包括认知信任和情感信任)以及工作满意度。结果分析发现:(1)人际公平和信息公平分别与特教教师的工作满意度之间存在显著正相关;(2)人际公平与信息公平分别与特教教师对领导的信任之间存在正相关;(3)对领导的信任与特教教师的工作满意度之间显著正相关;(4)对领导的信任部分中介了互动公平对特教教师工作满意度的影响。This study, by testing 303 special education teachers, aims to explore how their interactional justice （interpersonal justice and information justice） and their trust in leadership （trust in recognition and trust in emotions） affect their job satisfaction. The results show the following： （1） There were significantly positive correlations between their interpersonal justice or information justice and their job satisfaction; （2） there were positive correlations between their interpersonal justice or information justice and their trust in leadership; （3） there were significantly positive correlations between their trust in leadership and their job satisfaction; and （4） their trust in leadership partially mediated between their interactional justice and their job satisfaction.

关 键 词：特殊教育教师 互动公平 信任领导 工作满意度 

分 类 号：G760[文化科学—特殊教育学]