摘要
目的:探讨中学教师择业动机、职业认同和职业倦怠三者间的关系。方法:采用自己设计的择业动机类型调查题项、教师职业认同量表和中小学教师职业枯竭量表对241名中学教师进行调查。结果:①角色价值观和职业归属感对情绪衰竭、去个性化和知识枯竭分别具有负向预测作用和正向预测作用,职业价值观对去个性化和知识枯竭具有负向预测作用,职业行为倾向对个人成就感具有正向预测作用;②相比内部动机型教师和复合动机型教师,无动机型教师和外部动机型教师表现出了更低的职业认同度、更强的情绪衰竭感和更高的去个性化水平。结论:激发教师内部动机型,提高教师的职业认同,有助于降低其职业倦怠。
Objective：To explore the relationship among vocational selection motivation,professional identity and job burnout of teachers in secondary school.Methods：241 teachers in secondary school were investigated to assess their type of vocational selection motivation,by a self-designed scale,teachers＇ professional identity scale and teachers＇ job burnout scale.Results：①Role values predicted emotional exhaustion,depersonalization and intellectual burnout negatively,while the sense of occupational belonging had positive effect on these three variables.Occupational values negatively predicted depersonalization and intellectual burnout,and professional behavior inclination positively predicted personal accomplishment.②Compared with teachers whose vocational selection motivation was intrinsic motivation or compound motivation,those whose vocational selection motivation was amotivation or extrinsic motivation showed lower level of professional identity,worse emotional exhaustion and higher level of depersonalization.Conclusion：We should recruit more teacher candidates whose vocational selection motivation is intrinsic motivation.When training teachers we should enhance their professional identity to reduce their job burnout.
出处
《中国临床心理学杂志》
CSSCI
CSCD
2011年第1期119-122,共4页
Chinese Journal of Clinical Psychology
基金
华中师范大学国家教师教育创新平台理论创新研究项目
关键词
中学教师
职业认同
职业倦怠
择业动机
Secondary school teachers
Professional identity
Job burnout
Vocational selection motivation
