挑战性—阻碍性压力对教师创新工作行为的影响效应与机制  

Effects and Mechanisms of Challenge-Hindrance Stressors on Teachers’Innovative Work Behavior

作　　者：许涛 范亚冰 姚昊 XU Tao;FAN Yabing;YAO Hao(College of Innovation and Entrepreneurship,Tongji University,Shanghai 200092,China;Institute of Higher Education,Tongji University,Shanghai 200092,China)

机构地区：[1]同济大学创新创业学院,上海200092 [2]同济大学高等教育研究所,上海200092

出　　处：《现代教育论丛》2024年第5期82-93,共12页Modern Education Review

基　　金：2023年度国家社科基金青年项目“一流大学参与世界重要人才中心和创新高地建设机制研究”(23CGL060)。

摘　　要：随着教师工作环境中压力的增大,理解和促进教师创新工作行为的重要性日益凸显。研究基于江苏省856名初中教师的问卷调查,采用结构方程模型和分位数回归等检验挑战性—阻碍性压力对教师创新工作行为的影响效应及作用机制。研究发现:挑战性压力对教师创新工作行为具有显著的直接和间接效应;阻碍性压力对教师创新工作行为只具有显著的间接效应;工作投入在挑战性—阻碍性压力与教师创新工作行为之间发挥中介作用;挑战性压力对不同教师创新工作行为水平的提升效益总体呈现倒“U”型关系。因此,学校需要重视不同压力源对教师创新工作行为的作用,设计并实施针对不同类型压力的教师支持计划。With the increase of stress in teachers’work environments,it is becoming increasingly important to understand and promote teachers’innovative work behaviors.In this study,856 junior high school teachers in Jiangsu Province were surveyed with questionnaire,and structural equation modeling and quantile regression were used to test the effects of challenge-hindrance stressors on teachers’work innovative behaviors and the mechanisms of their effects.It was found that challenge stressors had significant direct and indirect effects on teachers’innovative work behaviors;hindrance stressors had only significant indirect effects on teachers’innovative work behaviors;work engagement played a mediating role between challenge-hindrance stressors and teachers’innovative work behaviors;and the benefits of challenge stressors on the levels of different teachers’innovative work behaviors showed an inverse“U”-shaped relationship.Therefore,schools need to pay attention to the effects of different stressors on teachers’innovative work behaviors,and design and implement teacher support programs for different types of stresses.

关 键 词：挑战性压力 阻碍性压力 教师创新工作行为 工作投入 资源保存理论 

分 类 号：G451[文化科学—教育学]