摘要
为考察中小学教师职业倦怠的现状以及组织公平感在教师情绪智力与职业倦怠及各维度之间的中介作用,采用教师情绪智力量表、教师职业倦怠量表和组织公平感量表对285名中小学教师进行调查。结果表明:(1)教师职业倦怠在参加工作的6~10年达到高峰,具体来说,教师的情绪衰竭与去个性化随教龄增加呈先上升再下降的趋势,而低成就感随教龄增加呈先下降再缓慢上升的趋势;(2)情绪智力能够显著负向预测教师职业倦怠及其三个维度;(3)情绪智力可以通过组织公平感间接影响教师职业倦怠和情绪衰竭,而组织公平感在情绪智力对教师去个性化和低成就感的影响中不起中介作用。
Aiming to investigate the level of the burnout and further explore the moderating role of perceived organizational justice in the relationship between emotional intelligence and burnout and its three dimensions among primary and middle school teachers.A total of 285 primary and middle school teachers completed measures of emotional intelligence,burnout and the organizational Justice.The results showed that:(1)Teachers’ burnout peaks in 6~10 years of teaching experience,to be specific,teachers’ emotional exhaustion and dehumanization increased at first and then decreased with the increase of teaching experience,while the reduced personal accomplishment decreased at first and then slowly increased with the increase of teaching experience;(2)Emotional intelligence was negatively correlated with teacher’s burnout and its three dimensions;(3)Organizational justice partially mediated the relationship of emotional intelligence and teachers’ burnout and emotional exhaustion,while there was not found the mediating role in the influence of emotional intelligence on teachers’ dehumanization and reduced personal accomplishment.
作者
丁雯
姜雯宁
边雪晴
赵卫国
DING Wen;JIANG Wenning;BIAN Xueqing;ZHAO Weiguo(School of Psychology,Shandong Normal University,Jinan,250358,China)
出处
《心理技术与应用》
2021年第7期391-401,共11页
Psychology(Techniques and Applications)
基金
山东师范大学2019年度校级教学改革立项项目(2019XM44)
山东师范大学引进人才科研启动费(01301)。
关键词
情绪智力
组织公平感
职业倦怠
中小学教师
emotional intelligence
organizational justice
burnout
primary and middle school teachers
