摘要
目的揭示中小学教师情绪智力、工作家庭冲突与工作满意度之间的关系。方法使用情绪智力量表、工作家庭冲突和工作满意度量表,对281名中小学教师进行调查。结果①中小学教师体验到的工作-家庭冲突程度显著高于家庭-工作冲突程度(t=15.344,P<0.05);②工作家庭冲突与情绪智力和工作满意度负相关显著(rFIW-JS=-0.209,rWIF-JS=-0.251,P<0.05),情绪智力与工作满意度正相关显著(rEI-JS=0.396,P<0.05);③随着工作家庭冲突程度的增强,工作满意度呈下降趋势,但不同情绪智力水平的个体体验到的工作满意度存在着明显差异,情绪智力在工作-家庭冲突(β=-0.154,P<0.05)、家庭-工作冲突(β=-0.179,P<0.05)与工作满意度的关系中调节效应显著。结论工作家庭冲突是影响教师工作满意度的重要因素,情绪智力是个体心理资源的保健因子,中小学教师应积极提高自身情绪智力。
Objective To explore the relationship between emotional intelligence,work family conflict and job satisfaction of primary and middle school teachers.Methods A total of 281 primary and middle school teachers were measured by questionnaire of emotional intelligence scales,work family conflict questionnaire and job satisfaction scales.Results ①Teachers experienced higher work-family conflict than family-work conflict（t=15.344,P0.05）;② Work-family conflict and family-work conflict were negatively correlated to emotional intelligence and job satisfaction（rFIW-JS=-0.209,rWIF-JS=-0.251,P0.05）,emotional intelligence was positively correlated to job satisfaction（rEI-JS=0.396,P0.05）;③ With enhancement of work-family conflict or family-work conflict,teachers＇ job satisfaction declined,there existed significant differences in job satisfaction among different level of emotional intelligence.Emotional intelligence significantly moderated the relationship between WIF（β=-0.154,P0.05）,FIW（β=-0.179,P0.05）and job satisfaction.Conclusion Work family conflict is an important factor for teacher＇s job satisfaction,Emotional intelligence is a protect factor for individual psychology resources.And the teachers should improve its emotional intelligence level.
出处
《中国健康心理学杂志》
2012年第9期1328-1331,共4页
China Journal of Health Psychology
基金
陕西省社会科学基金项目(11N035)
陕西教育学院院级科研基金项目(11KJ070)
