中学教师社会情绪能力对职业认同的影响:教师幸福感的中介作用  

The Impact of Secondary School Teachers'Social-Emotional Competence on Professional Identity:The Mediating Effects of Teacher Well-being

作　　者：王洪席[1] 孙雯雯 WANG Hong-xi;SUN Wen-wen(Faculty of Education,Henan University,Kaifeng 475004,Henan)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《当代教师教育》2023年第4期57-63,共7页Contemporary Teacher Education

基　　金：河南省教师教育课程改革项目(2020-JSJYZD-004);郑州市社会科学调研课题(ZSLX20231732)。

摘　　要：通过采用问卷调查法对512名中学教师进行调查,探讨中学教师社会情绪能力、幸福感和职业认同的现状及其关系,剖析教师幸福感在社会情绪能力与职业认同之间的中介作用。结果发现:(1)中学教师社会情绪能力、幸福感和职业认同均处于中等偏上水平;(2)中学教师社会情绪能力、幸福感、职业认同之间两两显著正相关;(3)幸福感在中学教师社会情绪能力与职业认同之间发挥部分中介作用。为增强教师对职业的认同度,提出应消弭教师“付出—回报失衡感”,构建差异化支持系统;营造支持性的工作环境,提升教师幸福感水平;调动自我发展积极性,增强教师社会情绪能力。A survey of 512 secondary school teachers was conducted using questionnaires to explore the current status of secondary school teachers'socio-emotional competence,well-being,and professional identity and their relationship,and to examine the mediating role of teachers'well-being between socio-emotional competence and professional identity.The results found that:(1)secondary school teachers'socio-emotional competence,wellbeing and professional identity are all at a moderate to high level;(2)there are two significant positive correlations between secondary school teachers'socio-emotional competence,well-being and professional identity;(3)well-being plays a partly mediating role between secondary school teachers'socio-emotional competence and professional identity.In order to enhance teachers'professional identity,it is proposed that teachers'"give-andtake imbalance"should be eliminated and a differentiated support system should be constructed;that a supportive working environment should be created to enhance teachers'well-being;and self-development should be mobilized to enhance teachers'social-emotional competence.

关 键 词：中学教师 社会情绪能力 职业认同 教师幸福感 

分 类 号：G451[文化科学—教育学]