特殊教育教师职业承诺对职业倦怠的影响:教学效能感的调节效应  

The Influence of Special Education Teachers’ Occupational Commitment on Burnout: The Moderating Effect of Teaching Efficacy

作　　者：班永飞[1] 孙霁[1,2] 白冰玉 BAN Yongfei;SUN Ji;BAI Bingyu(School of Education,Anshun University,Anshun,561000;Department of Psychology,School of Social Sciences,Tsinghua University,Beijing,100084;Hie TTiird Clinical College,Xinxiang Medical University,Xinxiang,453003)

机构地区：[1]安顺学院教育学部,安顺561000 [2]清华大学社会科学学院心理学系,北京100084 [3]新乡医学院第三临床学院,新乡453003

出　　处：《中国特殊教育》2019年第8期34-40,共7页Chinese Journal of Special Education

基　　金：贵州省科技厅、安顺市政府、安顺学院三方联合项目:身心障碍者家庭的亲职压力特征及护理机制(黔科合LH字【2014】7506)

摘　　要：为了解特殊教育教师职业承诺对职业倦怠的影响及教学效能感的调节机制.使用中小学教师职业承诺问卷、教师教学效能感量表、Maslach职业倦怠普适量表,对贵州省307名特教教师开展调研.结果发现,职业承诺、教学效能感对职业倦怠的主效应、交互效应均显著.随着教学效能感的增高,职业承诺对职业倦怠的预测作用减弱,在教学效能感高的组中,职业承诺对职业倦怠的预测作用完全不显著.教学效能感在职业承诺与职业倦怠之间起调节作用.The study aimed to investigate the influence of special education teachers’ occupational commitment on burnout and the moderating effect of teaching efficacy. 307 special education teachers in Guizhou Province were surveyed with the School Teachers’ Occupational Commitment Scale, Teaching Efficacy Scale, and Maslach Burnout Inventory-General Survey. The results showed that occupational commitment and teaching efficacy had significant negative impact on burnout;the interaction between occupational commitment and teaching efficacy had a significant positive effect on burnout. Teaching efficacy played a moderating role between occupational commitment and burnout.

关 键 词：职业承诺 职业倦怠 教学效能感 调节效应 

分 类 号：G760[文化科学—特殊教育学]