摘要
目的:探讨教师教学效能、应对效能对教师职业枯竭的预测作用,并比较普通高中和职业中学在这种作用上的差异。方法:以29所高中阶段学校763名教师为研究对象,采用教师教学效能量表、应对效能量表、中小学教师职业枯竭量表,对其教学效能、应对效能和职业枯竭进行模型设定和验证。结果:两类学校教师的教学效能主要以应对效能为中介作用于职业枯竭,同时也对应对效能和职业枯竭的个别因子产生直接影响,应对效能区别于教学效能,是一种更为重要的变量;普通高中教师的教学效能以应对效能为中介作用于职业枯竭中的非人性化、情绪衰竭、认知枯竭因子,并直接影响个人成就感因子;职业中学教师的教学效能则直接影响非人性化因子,并以应对效能为中介作用于职业枯竭的四个因子。
This paper explores the indicating effect on teacher job burnout, which is caused by teacher efficacy and coping self- efficacy, and the difference between high school and technical secondary school teachers. Method：763 teachers from 29 schools joined the survey, who finished teacher efficacy, coping self- efficacy, and teacher job burnout scales, in order to confirm the model. Results： Teacher efficacy has effect on teacher job burnout through coping self - efficacy as the mediator in two types of schools, and it also has direct effect on certain factors of coping self - efficacy and teacher job burnout, while coping self - efficacy shows more important ; In high schools, teacher efficacy has effect on teacher job burnout factors - depersonalization, emotion exhaustion, and intellectual burnout through coping self - efficacy as the mediator and it has direct effect on reduced personal accomplishment. However, teacher efficacy has indirect effect on teacher job burnout four factors by coping self - efficacy, and has direct effect on depersonalization.
出处
《青岛大学师范学院学报》
2008年第3期110-118,共9页
Journal of Teachers College Qingdao University
基金
山东省社会科学规划重点项目"教师职业效能问题研究"(05BSZ05)
关键词
教师职业
教学效能
应对效能
职业枯竭
the calling of teachers
teacher efficacy
coping self-efficacy
job burnout
