机构地区: 广州大学教育学院
出 处: 《广州大学学报(社会科学版)》 2010年第7期43-48,共6页
摘 要: 本研究随机抽取广州市中小学495名在职教师为被试,进行相关问卷的测量,采用结构建模的方法揭示教师职业压力、应对方式与教学效能的作用机制。结果显示:(1)中小学教师更多采用解决问题、求助方式应对压力。(2)应对方式在压力与教学效能之间起着完全中介作用。成熟型应对方式能有效缓解职业压力,提高教学效能感;而非成熟型应对方式则加剧压力,削弱教学效能感。(3)教师压力、应对、教学效能的作用机制模型达到较好的拟合水平,具有一定的预测作用。 An investigation of 495 middle and primary schools in the form of questionnaire and constructional model has been made to examine the mechanism of teacher's job stress, resilience style and teaching efficacy. The findings confirm: (1)middle and primary school teachers prefer to cope the stress by resolving the problems or seeking help;. (2)The resilience style plays a mediator's role between the stress and the teaching efficacy; (3)The mechanism model of the role that the teacher's stress, resilience style and teaching efficacy has reached a fairly satisfactory fitting level, and possess some function of prediction.