中学教师反馈素养与教学质量关系研究:教师职业压力的中介作用--基于TALIS2018的实证分析  

Research on the Relationship between Feedback Literacy and TeachinGQuality of Secondary School Teachers:The Mediating Role of Teachers Occupational Stress--Empirical Analysis Based on TALIS2018

作　　者：王文静 侯依函 WANG Wen-jing;HOU Yi-han(College of Education and Sports Sciences,Yangtze University,Jingzhou,Hubei,434023,PRC)

机构地区：[1]长江大学教育与体育学院,湖北荆州434023

出　　处：《当代教育与文化》2025年第2期98-106,共9页Contemporary Education and Culture

基　　金：全国教育科学规划项目教育部重点课题“空间认知行为及群体认知网络对STEM教育的影响研究”(DAA220430)。

摘　　要：研究基于OECD于2018年发起的新一轮教师教学国际调查(TeachinGand LearninGInternational Survey,简称TALIS),采用其中包含的中国地区教师调查问卷,采用SPSS 27.0中的相关分析、Process插件等来研究教师反馈素养、教学质量与教师职业压力三者之间的关系。通过中介效应检验发现:教师反馈素养、教学质量与教师职业压力三者之间均存在显著正相关;教师职业压力是影响教师反馈素养与教学质量的重要中介,教师反馈素养对教学质量有直接作用。同时提出教育建议:助力教师形成教学认知,激发自我效能感;学校提供专业保障,促进教师专业素养提升;给予相关社会支持,适当减轻教师工作压力。Based on the 2018 Teaching and Learning International Survey(TALIS)initiated by the OECD,this study utilizes teacher survey data from China,applying correlation analysis via SPSS 27.0 and the Process macro to examine the relationships among feedback literacy,teaching quality,and occupational stress.Mediation analysis reveals significant positive correlations among all three variables.Specifically,occupational stress partially mediates the relationship between feedback literacy and teaching quality,while feedback literacy also directly enhances teaching quality.Three recommendations are proposed:enhancing pedagogical metacognition to strengthen teacher self-efficacy;providing professional guarantee to promote the improvement of teachersprofessional quality;implementing policy-driven support to mitigate occupational stress.These findings provide empirical evidence for future research on the relationship between teacher feedback literacy and teaching quality and professional stress.

关 键 词：教师反馈素养 教学质量 教师职业压力 中介作用 实证分析 

分 类 号：G632.0[文化科学—教育学] G635.1