摘要
为探究工作不安全感对农村非在编幼儿教师工作满意度的影响关系及其内在作用机制,对全国10个省22个县(市)1662名农村非在编幼儿教师进行了问卷调查。结果发现:数量性工作不安全感与质量性不安全感对工作满意度有显著负向预测作用;数量性工作不安全感可以分别通过工作压力、职业认同的中介作用间接影响工作满意度,而质量性工作不安全感只能通过职业认同的中介作用间接影响工作满意度;工作压力对职业认同有显著负向预测作用,工作压力→职业认同在数量性工作不安全感与工作满意度的关系中起链式中介作用。
In order to investigate the relationship between job insecurity on job satisfaction of Rural non-enrolled preschool teachers and its intrinsic mechanism,a questionnaire survey was conducted on 1,662 Rural non-enrolled preschool teachers in 22 counties of 10 provinces across China.The results found that:quantitative job insecurity and qualitative job insecurity have a significant negative predictive effect on job satisfaction;quantitative job insecurity can indirectly affect job satisfaction through the mediating effects of Working pressure and Professional identity,respectively,whereas qualitative job insecurity can only indirectly affect job satisfaction through the mediating effect of Professional identity;Working pressure has a significant negative predictive effect on Professional identity.Working pressure→Professional identity plays a chain mediating role in the prediction of job satisfaction by quantitative job insecurity.
作者
王涛
秦田田
WANG Tao;QIN Tian-tian(School of Education,South China Normal University,Guangzhou,Guangdong,510631,PRC;School of Educational,Science,Jiangsu Normal University,Xuzhou,Jiangsu,221116,PRC)
出处
《当代教育与文化》
2025年第3期36-43,共8页
Contemporary Education and Culture
基金
甘肃省高等学校创新基金项目“‘互联网+教育’助推农村学校高质量发展路径研究”(2023B-074)
甘肃省教育科学规划一般课题“乡村振兴背景下民族地区乡村教师精准补充机制研究”(GS[2022]GHB1729)。
关键词
农村非在编幼儿教师
工作不安全感
工作压力
职业认同
工作满意度
Rural non-enrolled preschool teachers
Job insecurity
Working pressure
Professional identity
Job satisfaction
