摘要
以往关于幼儿园教师工作压力的研究集中于各种压力对个体的影响,忽视了对压力属性的区分。本研究从挑战性压力与阻碍性压力的区别出发,通过问卷法对312名幼儿园教师进行调查,探究教师所受挑战性压力与阻碍性压力的基本状况及其与教师自我效能、情绪耗竭、认知重评之间的关系。结果表明,幼儿园教师所受挑战性压力与阻碍性压力总体水平较高,不同学历与有无编制的教师在挑战性压力上有显著差异;不同教龄与不同等级幼儿园的教师在两种压力上都存在显著差异;挑战性压力、阻碍性压力均负向预测自我效能;情绪耗竭在挑战性压力对自我效能的影响中起完全中介作用,而在阻碍性压力对自我效能的影响中不起中介作用;认知重评在两种压力与情绪耗竭之间起调节作用。有效疏解幼儿园教师工作压力,需要多种措施相互配合。首先,幼儿园领导应合理控制挑战性压力,积极削减阻碍性压力,尤其要关注本科及以上学历、有编制、教龄在20年以上的教师所受挑战性压力的水平。其次,应针对认知重评水平不同的教师,采取差异化的管理措施,培养教师积极乐观应对压力的心态。再次,应给予教师充分的物质层面的支持和精神情感层面的关怀,强化其自我效能感和职业幸福感。
Previous research on the work pressure of kindergarten teachers has focused on the impact of various pressures on individuals,ignoring the distinction between stresses.Based on the difference between challenge stresses and hindrance stresses,this study investigates 312 kindergarten teachers through a ques-tionnaire method,to explore the basic conditions of kindergarten teachers’challenge-hindrance stresses and their relationships with self-efficacy,emotional exhaustion,and cognitive reassessment.The results reveal that the kindergarten teachers have a higher level of challenge-hindrance stresses.Teachers with different educational backgrounds and career establishments have significant differences in challenge pressures.Teachers of different ages and different levels of kindergartens have obvious differences in both pressures.Challenge and hindrance stresses negatively predict self-efficacy.Emotional exhaustion plays a full intermediary role between challenge stress and self-efficacy,but does not mediate the relationship between obstructive stress and self-efficacy.Cognitive reassessment plays a moderating role between challenge-hindrance stresses and emotional exhaustion.To effectively relieve the work pressure of kindergarten teachers,a variety of measures are required to cooperate with each other.Firstly,kindergarten leaders should reasonably control challenge pressures and actively reduce hindrance pressures,particularly paying attention to the level of challenge pressures of teachers with bachelor degree and above,with career establishment and more than 20 years of teaching experience.Secondly,for teachers with different levels of cognitive reassessment,differentiated management measures should be taken to cultivate their positive and optimistic attitude to cope with stress.In addition,it is important to give full material support and spiritual and emotional care for teachers to strengthen their self-efficacy and professional happiness.
作者
李娟
张小永
王晓冉
Juan Li;Xiaoyong Zhang;Xiaoran Wang(Primary Education School,Zaozhuang College,Zaozhuang 277160 China;Faculty of Education,Shandong Normal University,Jinan 250014 China;Department of Education,Jining College,Qufu 273155 China)
出处
《学前教育研究》
CSSCI
北大核心
2020年第12期55-67,共13页
Studies in Early Childhood Education
基金
山东省教育科学“十三五”规划课题“山东省幼儿园科学教育资源的开发利用与合理配置研究”(编号:YC2017370)。
关键词
挑战性压力
阻碍性压力
自我效能
情绪耗竭
认知重评
challenge stresses
hindrance stresses
self-efficacy
emotional exhaustion
cognitive reassessment
