幼儿园教师专业学习共同体对工作投入的影响:一个链式中介模型  

Impact of Professional Learning Communities on the Work Engagement ofKindergarten Teachers: A Chain Mediation Model

作　　者：张丽敏 曾凯燕 任慧东 ZHANG Limin;ZENG Kaiyan;REN Huidong(School of Education,Guangzhou University,Guangzhou Guangdong 510006,China)

机构地区：[1]广州大学教育学院,广东广州510006

出　　处：《教师发展研究》2025年第1期72-80,共9页Teacher Development Research

基　　金：教育部人文社会科学研究青年基金项目“人文湾区背景下粤港澳教师文化认同及其提升路径研究”(21YJC880092)。

摘　　要：为探讨幼儿园教师专业学习共同体对工作投入的影响及其作用机制,采用《幼儿园教师专业学习共同体量表》《工作投入量表》《教学效能感量表》和《职场友谊量表》对广东省的641名幼儿园教师进行调查。结果发现:幼儿园专业学习共同体、职场友谊、教学效能感和工作投入呈现两两正相关;幼儿园专业学习共同体能直接预测工作投入,且能通过三条间接路径影响工作投入:职场友谊的中介作用、教学效能感的中介作用、职场友谊和教学效能感的链式中介作用。因此,幼儿园管理者应营造教师专业学习共同体的开放合作环境,激励教师协作共享;搭建非正式沟通平台,发挥职场友谊的积极作用;提升教学效能感,激发教师工作热情。To explore the impact of professional learning communities on kindergarten teachers′work engagement and its underlying mechanisms,a survey was conducted among 641 kindergarten teachers in Guangdong Province using the Professional Learning Community Scale,Work Engagement Scale,Teaching Efficacy Scale,and Workplace Friendship Scale.The results reveal that:(1)professional learning communities,workplace friendship,teaching efficacy,and work engagement are significantly correlated with each other;(2)professional learning communities can directly predict the work engagement and can influence the work engagement through three indirect paths:the mediating role of workplace friendship,the mediating role of teaching efficacy,and the chain mediation of workplace friendship and teaching efficacy.In light of these findings,kindergarten administrators should foster an open and collaborative environment within the learning communities to encourage teacher cooperation and sharing;establish informal communication platforms to enhance the positive role of workplace friendships;and improve teachers′teaching efficacy to stimulate their enthusiasm for work.

关 键 词：幼儿园教师 专业学习共同体 教学效能感 工作投入 职场友谊 

分 类 号：G615[文化科学—学前教育学]