摘要
采用问卷法调查了39所学校的370名小学教师,运用多层线性模型在个体和组织的不同层面上对影响教师职业倦怠的因素进行了探讨。结果发现:(1)教师集体效能越高,情感衰竭、低个人成就感和人格解体的得分就越低;校长越关心人,教师的人格解体得分就越高;(2)教师集体效能越高或校长越关心工作,则教师效能对情感衰竭的负向作用就越弱;而校长越关心人,则教师效能对情感衰竭的负向作用就越强;(3)教师集体效能对教师职业倦怠的影响不因教师性别和教龄的不同而不同,但校长领导行为对教师职业倦怠的影响却出现了性别和教龄的差异:关心工作导致了女性的个人成就感更低,对改善高教龄教师的低个人成就感更为有利,而关心人对改善低教龄教师的成就感、人格解体的帮助更大。
In order to examine the factors that influence on teacher burnout at the individual and organizational levels, 370 teachers as subjects from 39 primary schools were chosen. Hierarchical Linear Model（HLM） results revealed that（l） collective teacher efficacy negatively predicted emotional exhaustion, personal accomplishment and depersonalization; and there was a direct positive relationship between the care to people and personal accomplishment; （2）collective teacher efficacy and the care to work weaken the negative relationship of teacher efficacy and emotional exhaustion, but the care to people factor could promote the negative relationship of teacher efficacy and emotional exhaustion; （3） leadership behavior of principle could moderate the relationship of gender and teacher burnout, school ages and teacher burnout. The care to work factor induced the lower personal accomplishment for women, and had much more effect on teachers who had been working many years in school. However, concerning accomplishment and depersonalization, the care to people factor had much more effects on teachers who had been working few years in school.
出处
《心理发展与教育》
CSSCI
北大核心
2010年第5期521-526,共6页
Psychological Development and Education
基金
全国教育科学"十一五"规划教育部重点项目"高校教师工作倦怠现状及干预模式研究(DFA090249)"
江苏省教育科学"十一五"青年专项"中小学班级集体效能感的研究与实验"(C-b/2009/01/040)
关键词
教师职业倦怠
教师集体效能
校长领导行为
教师效能
教龄
teacher burnout
collective teacher efficacy
leadership behavior of principle
teacher efficacy
school ages
