小学女教师工作负担、工作-家庭干涉、情感承诺与离职倾向:基于实在主义社会理论的结构方程建模  

Primary Female Teachers’Workload,Work-family Interference,Affective Commitment,and Turnover Intention:Structural Equation Modeling from a Realist Social Theory Perspective

作　　者：周深几 徐淼[1] 王恒 Zhou Shenji;Xu Miao;Wang Heng(Center for Teacher Education Research of Beijing Normal University,Key Research Institute of Humanities and Social Sciences for Universities,Ministry of Education,Beijing 100875,China;School of Education Science,Jiangsu Normal University,Xuzhou 221116,China)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 [2]江苏师范大学教育科学学院,徐州221116

出　　处：《华东师范大学学报（教育科学版）》2023年第9期56-70,共15页Journal of East China Normal University:Educational Sciences

摘　　要：教师工作负担已成为目前教育政策关注的重点问题之一。随着教师工作的日趋复杂,教师工作负担的构成对其工作表现产生了何种影响值得关注。基于实在主义社会理论,本研究通过对海南省十三所小学女教师的调查,探究其工作负担、工作-家庭干涉、情感承诺与离职倾向之间的关系。研究发现,小学女教师工作负担中的教学实践时间、学生生活时间和杂事时间直接或间接(以工作-家庭干涉和情感承诺为中介变量)影响其离职倾向,而专业发展时间和行政管理时间则无显著影响。本研究在教师的心理干预、合作和自主权赋予方面提出了启示。China’s education policy has placed emphasis on teacher workload.Along with the increasing com-plexity of teachers’work,it is essential to note the impact of workload components on their job performance.Based on Archer’s realist social theory,this study explores the relationships between teacher workload,work-family inter-ference,affective commitment,and turnover intention through a questionnaire survey of primary female teachers in 13 primary schools in Hainan Province.The results indicate that participants’time spent on teaching practice,with students,and on miscellaneous tasks had direct or indirect effects on their turnover intention,whereas time spent on professional development and administrative/management tasks had no significant effect.The research presented both theoretical and practical implications in view of its findings.

关 键 词：实在主义社会理论 教师工作负担 杂事 工作-家庭干涉 离职倾向 

分 类 号：G625.1[文化科学—教育学]