教师培训对组织承诺的影响——工作满意度的中介作用  

The Impact of Teacher Training on Organizational Commitment——The Mediating Role of Job Satisfaction

作　　者：朱生营[1] 成刚[2] 董彬怡 Zhu Shengying;Cheng Gang;Dong Binyi(School of Continuing Education and Teacher Training,Beijing Normal University,Beijing 100875,China;Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学继续教育与教师培训学院,北京100875 [2]北京师范大学教育学部,北京100875

出　　处：《继续教育研究》2023年第7期42-48,共7页Continuing Education Research

基　　金：全国教育科学规划“十三五”规划2020年度国家一般课题“新时代内涵发展视角下我国教育资源配置的优化研究”(编号:BFA200071)部分成果。

摘　　要：培训是帮助教师专业发展的重要手段,但培训效果的实际评估却较为匮乏。使用北京市某区723名小学教师的数据,采用最小二乘回归(OLS)和Bootstrap法中介效应检验,基于组织承诺的视角探究教师培训是否增强了教师对学校的认同感和归属感。结果发现:教师培训显著正向提高组织承诺,工作满意度在其中发挥完全中介作用,即培训如果不能提升教师满意水平,次数再多也无法提升认同感和归属感。进一步分析组织承诺各维度发现培训能显著促进情感联系,但与教师对留在组织的义务感和待遇认同无显著关系。建议增加培训的可得性和多样性,建设学习共同体,加强教师职业精神和责任感培训,完善教师培训考核和激励机制。Training is an important means to improve teachers’professional ability,but evaluation of the effect of teacher training on the development of primary and secondary schools is lacking.Based on the data of 723 primary school teachers in a district of Beijing,this study uses OLS and corrected Bootstrap method to explore the effectiveness of teacher training in enhancing teachers’identification and belonging to the school from the perspective of organizational commitment.The results show that teacher training significantly improves organizational commitment,and job satisfaction plays a full mediating role.If training cannot improve teacher satisfaction,the number of times is of no value.Further analysis shows that training significantly promotes emotional connection,but has no significant relationship with teachers’sense of organizational commitment and treatment identification.To this end,this study proposes to increase the availability and diversity of training,to build a learning community,to strengthen the training of teachers’professionalism and sense of responsibility,and to improve teacher training assessment and incentive mechanisms.

关 键 词：教师培训 组织承诺 工作满意度 

分 类 号：G451.2[文化科学—教育学]