摘要
基于教师教学国际调查(TALIS)2018对上海的调查数据,在工作要求—资源模型的理论框架下,探讨学校工作特征要素对教师工作满意度的影响,发现工作要求负向影响教师工作满意度的损耗路径得到了支持,工作压力在其中起到完全中介作用;工作资源正向影响教师工作满意度的增益路径得到了支持;工作要求与工作资源相互作用、共同影响教师工作满意度的缓冲假设和对应假设得到了部分支持。只有领导支持和绩效反馈这两类工作资源,可以缓冲工作要求对工作压力的触发程度,进而起到降低工作要求负向影响教师满意度的作用,使得教师在高要求—高资源的组合状况下感受到最高水平的工作满意度。上述发现总体上支持了工作要求—资源模型在中国学校样本中的适用性,证实了改善学校管理、优化工作资源与工作要求配比对教师工作满意度的积极作用。
This study,based on the Shanghai data from the Teaching and Learning International Survey(TALIS)2018 results, aims to explore how school job characteristics affect teachers’ job satisfaction under the job demands-resources model. The major findings are as follows:The job demands have a negative effect on the teachers’ job satisfaction,and the pressure at work plays a completely mediating role;the job resources have a positive effect on the teachers’ job satisfaction;the job demands and the job resources interact with each other,and jointly affect the teachers’ job satisfaction;and such job resources as leadership support and performance feedback can buffer the degree that the job demands trigger the pressure at work,thus reducing the negative effect of the job demands on the teachers’ job satisfaction,and making the teachers perceive job satisfaction at the highest level when the high job demands combine with the high job resources. The above findings generally support the applicability of the job demands-resources model to the samples of Chinese schools,and prove that improving school management and optimizing the combination of job resources and job demands have a positive effect on teachers’ job satisfaction.
作者
梁文艳
Liang Wenyan(Faculty of Education,Beijing Normal University,Beijing 100875)
出处
《教育研究》
CSSCI
北大核心
2020年第10期102-115,共14页
Educational Research
基金
国家社会科学基金2017年度教育学青年课题“乡村教师教学质量的评价与提升机制研究:理论、实证与政策启示”(课题批准号:CFA170252)的研究成果。
