幼儿园教师教学正念与职业倦怠的关系:情绪智力和自我效能感的链式中介效应  

The Relationship between Kindergarten Teachers’Mindfulness in Teaching and Job Burnout:the Chain Mediating Effects of Emotional Intelligence and Self-efficacy

作　　者：程秀兰[1] 张慧[1] 马颖[1] 曹金金 Xiulan Cheng;Hui Zhang;Ying Ma;Jinjin Cao(Faculty of Education,Shaanxi Normal University,Xi’an 710062 China)

机构地区：[1]陕西师范大学教育学部,西安710062

出　　处：《学前教育研究》2022年第3期65-78,共14页Studies in Early Childhood Education

基　　金：全国教育科学“十三五”规划2020年度西部项目“西部农村公办幼儿园10年发展的追踪评估与政策供给研究”(编号:XHA200284)。

摘　　要：职业倦怠对幼儿园教师自身及其工作均有严重的消极影响,探明影响幼儿园教师职业倦怠的关键因素及其作用机制非常重要。本研究采用适用于幼儿园教师群体的教学正念量表、情绪智力量表、自我效能感量表及职业倦怠量表,对442名幼儿园教师进行调查。结果发现幼儿园教师的教学正念、情绪智力、自我效能感整体水平较高,职业倦怠整体水平较低,且各变量在教龄、学历及园所性质上差异显著;教学正念、情绪智力和自我效能感两两之间均呈显著正相关,教学正念、情绪智力和自我效能感均与职业倦怠呈显著负相关;教学正念不仅可以直接作用于职业倦怠,还可以通过情绪智力的单独中介作用、自我效能感的单独中介作用以及二者的链式中介作用对职业倦怠产生间接影响。为更好地预防和减缓幼儿园教师职业倦怠,教育部门、师范院校和幼儿园应积极推广教师正念干预课程,培养正念型幼儿园教师;加强人文关怀,调整认知模式,促进幼儿园教师情绪智力发展;提升专业能力,唤醒角色意识,增强幼儿园教师自我效能感。It has been proved that job burnout has negative effects on kindergarten teachers’health and work.In order to explore the effects of kindergarten teachers’mindfulness in teaching,emotional intelligence and self-efficacy on their job burnout,442 kindergarten teachers were investigated with scales.The results show that mindfulness in teaching,emotional intelligence and self-efficacy of kindergarten teachers are at a high level,and their job burnout is relatively low.There are significant differences in teaching experience,educational background and the nature of kindergarten.The relationships between each pair of kindergarten teachers’mindfulness in teaching,emotional intelligence and self-efficacy are significantly positive,while mindfulness in teaching,emotional intelligence and self-efficacy are all negatively related to job burnout.Kindergarten teachers’mindfulness in teaching affects job burnout not only directly but through three indirect paths:the independent mediating role of emotional intelligence,the independent mediating role of self-efficacy and the chain mediating role of the two.To better prevent and alleviate kindergarten teachers’job burnout,it is necessary to actively promote teachers’mindfulness intervention courses to cultivate mindful kindergarten teachers,and strengthen humanistic care and adjust cognitive models to promote the development of kindergarten teachers’emotional intelligence,and improve professional capabilities and awaken role awareness to enhance kindergarten teachers’self-efficacy.

关 键 词：职业倦怠 教学正念 情绪智力 自我效能感 

分 类 号：G615[文化科学—学前教育学] G443[文化科学—教育学]