摘要
为考察边境地区教师职业认同与职业倦怠的关系,以及心理资本在这一关系中的中介作用,本研究采用教师职业认同量表、职业倦怠量表和心理资本问卷对423名边境地区中小学教师进行测量与调查。从中发现职业认同、职业倦怠和心理资本显著相关;中介效应分析发现,心理资本在职业认同与职业倦怠关系之间起中介作用。增强边境地区中小学教师的职业认同度与心理资本水平有利于降低其职业倦怠程度。
Objective： to explore the relationships between professional identitification and job burnout of primary and middle school teachers in border regions, including the mediating effect of psychological capital. Methods： a total of 423 teachers in border regions were tested in the study via the method of Professional identification Questionnaire, Job Burnout Questionnaire and Psychological Capital Questionnaire. Results： a. Correlation analyses showed that professional identification, job burnout and psychological capital were significantly correlated; b. Mediating effect analyses revealed that psychological capital exerted a mediating effect on the relationships between professional identifi- cation and job burnout. Conclusion： to enhance primary and middle school teachers＇ career and esteem psychological capital levels is helpful to reduce the degree of job burnout.
出处
《广西师范学院学报（哲学社会科学版）》
2016年第1期78-82,共5页
Journal of Guangxi Teachers Education University：Philosophy and Social Sciences Edition
基金
广西自然科学基金项目(2014GXNSFBA118165)
关键词
边境地区
中小学教师
职业认同
职业倦怠
心理资本
Border Regions
Primary and Middle School Teachers
Professional Identification
Job Burnout
Psychological Capital
