临床教师组织支持感对教学投入的影响:教学效能感的中介作用  

Effect of clinical teachers'perceived organizational support on teaching commitment:mediating role of teachers'self-efficacy

作　　者：马晓龙 陈士福 王强 贺青霞[3] 傅昌 王爱敏 王国文 Ma Xiaolong;Chen Shifu;Wang Qiang;He Qingxia;Fu Chang;Wang Aimin;Wang Guowen(School of Medicine and Management,Shandong First Medical University,Tai'an 271016,China;Department of Organization and Personnel,Provincial Hospital of Shandong First Medical University,Jinan 250021,China;Department of Basic Psychology,College of Special Education and Rehabilitation Institute Faculty,Binzhou Medical University,Yantai 264003,China;Health Services and Management Faculty,School of Health Administration,Binzhou Medical University,Yantai 264003,China;Department of Teaching,Provincial Hospital of Shandong First Medical University,Jinan 250021,China)

机构地区：[1]山东第一医科大学医药管理学院,泰安271016 [2]山东第一医科大学附属省立医院组织人事部,济南250021 [3]滨州医学院特殊教育与康复学院基础心理学教研室,烟台264003 [4]滨州医学院卫生管理学院健康服务与管理教研室,烟台264003 [5]山东第一医科大学附属省立医院教学部,济南250021

出　　处：《中华医学教育探索杂志》2025年第1期70-75,共6页Chinese Journal of Medical Education Research

基　　金：2023年山东省社会科学规划研究项目(23CJYJ02);2023年中华医学会医学教育分会项目(2023B209);2022年山东第一医科大学校级教育教学改革研究课题(XM2022155);2024年山东省医药卫生科技项目(202415010523)。

摘　　要：目的基于工作要求-资源模型,考查工作资源中的组织支持感和个人资源中的教学效能感与教学投入的关系,探讨临床教师教学投入的影响路径。方法运用方便抽样法,选择山东省16家高校附属医院的463名临床教师作为研究对象。采用组织支持感量表、教学效能感量表、教学投入量表进行调查,运用SPSS 26.0进行统计分析,使用AMOS 26.0构建结构方程模型,进行中介效应检验。结果①临床教师教学投入水平处于中等偏上水平,总得分为(45.25±9.21)分。组织支持感总得分为(38.22±9.75)分,教学效能感总得分为(112.27±17.30)分;②组织支持感、教学效能感与教学投入呈正相关(r=0.59,P<0.01;r=0.65,P<0.01);③组织支持感对教学投入和教学效能感有显著的直接正向作用(β=0.36,P<0.01;β=0.51,P<0.01),教学效能感显著正向影响教学投入(β=0.47,P<0.01),教学效能感在组织支持感影响教学投入中发挥显著的部分中介作用(标准化后中介效应值为0.239,P<0.01),中介效应占比为39.83%。结论组织支持感不仅能直接预测临床教师的教学投入,还能通过教学效能感对其产生间接影响,高校附属医院管理者应加强对临床教师组织支持感的关注,提升其教学效能感,提高临床教师的教学投入水平,保障教学质量。Objective To examine the relationships between perceived organizational support in job resources,self-efficacy in personal resources,and teaching commitment based on the job requirementresource model,and to explore the path of influencing clinical teachers'teaching commitment.Methods Using the convenience sampling method,463 clinical teachers from 16 university-affilicated hospitals in Shandong Province,China were selected as the study subjects.Surveys were conducted using the Perceived Organizational Support Scale,Self-efficacy Scale,and Teaching Commitment Scale.A statistical analysis was performed using SPSS 26.0.A structural equation model was constructed using AMOS 26.0 to test the mediation effect.Results①The level of teaching commitment of clinical teachers was relatively high,with a total score of(45.25±9.21)points.The total score of perceived organizational support was(38.22±9.75)points,and the total score of self-efficacy was(112.27±17.30)points.②Perceived organizational support and self-efficacy were positively correlated with teaching commitment(r=0.59,r=0.65,both P<0.01).③Perceived organizational support had significant and direct positive effects on teaching commitment and self-efficacy(β=0.36,β=0.51,both P<0.01).Self-efficacy significantly and positively affected teaching commitment(β=0.47,P<0.01).Self-efficacy played a significant and partial mediating role in the effect of perceived organizational support on teaching commitment(standardized mediating effect value of 0.239,P<0.01),and the mediating effect percentage was 39.83%.Conclusions Perceived organizational support not only directly predicts clinical teachers'teaching commitment,but also indirectly affects teaching commitment through self-efficacy.University-affiliated hospital administrators should pay attention to clinical teachers'perceived organizational support to improve their self-efficacy and teaching commitment,thereby ensuring teaching quality.

关 键 词：教学投入 组织支持感 教学效能感 临床教师 

分 类 号：R-4[医药卫生]