作　　者： (王钢）; (苏志强）; (张大均）;

机构地区： 成都大学师范学院,成都610106

出　　处： 《心理发展与教育》 2017年第5期622-630,共9页

摘　　要： 为探索幼儿教师胜任力、职业压力、职业认同以及职业倦怠对职业幸福感的影响机制,选取四川、重庆、西藏、贵州和北京五地幼儿教师326名,用幼儿教师职业幸福感量表、幼儿教师胜任力问卷、幼儿教师工作压力源问卷、幼儿教师职业认同问卷和教师职业倦怠量表进行调查。结果表明:(1)控制学校性质、每月收入、教师教龄和年龄影响后,幼儿教师职业认同是胜任力提升职业幸福感的中介。(2)幼儿教师职业倦怠和职业认同是职业压力降低职业幸福感的中介,具体包括职业倦怠和职业认同的单独中介效应以及职业倦怠——职业认同的链式中介效应三条路径。(3)幼儿教师胜任力缓解职业压力对职业倦怠的影响;职业压力放大胜任力对职业认同的影响。以上研究结果拓展了职业幸福感的JD-R模型,并对提升幼儿教师职业幸福感具有重要价值。 This study aimed at exploring the effects of competency, occupational identity, occupational stress and job burnout on occupational well-being among kindergarten teachers. A total of 326 kindergarten teachers in Si- chuan, Chongqing, Tibet, Guizhou and Beijing completed a set of questionnaires including kindergarten teachers＇ occupational well-being scale, kindergarten teachers＇ competency questionnaire, kindergarten teachers＇ occupa- tional identity questionnaire, kindergarten teachers＇ occupational stress questionnaire and teachers＇ job burnout scale. The results showed that： （1） Kindergarten teachers＇ occupational identity mediated the positive effect of competency on occupational well-being after controlling for types of kindergarten, monthly income, age and teach- ing age. （2） Kindergarten teachers＇ job burnout and occupational identity mediated the negative effect of occupa- tional stress on occupational well-being. The mediation effect contained three paths, the separate mediation effects of job burnout and occupational identity, and the serial mediation effect of job burnout and occupational identity. （3） Kindergarten teachers＇ competency moderated the effect of occupational stress on job burnout; Kindergarten teachers＇ occupational stress enlarged the effect of competency on occupational identity. These results may contrib- ute not only to the development of JD-R model of occupational well-being, but also to the improvement of occupa- tional well-being among kindergarten teachers.

关 键 词： 幼儿教师 职业幸福感 胜任力 职业认同 职业压力 职业倦怠