摘要
目的了解四川省泸州市小学班主任职业认同与心理资本的现状及其关系。方法采用整群随机抽样法,于2019年4—7月以四川省泸州市210名小学班主任为调查对象。采用教师职业认同量表、中小学教师心理资本问卷进行教师职业认同和心理资本测评,并对数据进行分析。结果四川省泸州市203名小学班主任职业认同和心理资本得分分别为4.25±0.42和4.15±0.69。>40岁班主任的职业认同(4.42±0.36)、韧性(4.55±0.68)得分显著高于<30岁班主任(4.08±0.51、4.15±0.71,均P<0.05);担任班主任≥5年的职业认同得分显著高于<5年(4.32±0.37、4.27±0.42、4.35±0.36 vs 4.09±0.52,均P<0.05),担任班主任5~<11年和>20年的教师心理资本得分(4.23±0.62、4.34±0.59)显著高于担任班主任<5年的教师(3.91±0.61)(均P<0.05);已婚小学班主任的职业认同(4.30±0.40)、韧性(4.39±0.77)得分显著高于未婚者(4.11±0.52、4.07±0.65,均P<0.05);高级职称的小学班主任职业认同(4.48±0.39)、心理资本(4.44±0.53)显著高于初级职称者(4.15±0.50、4.03±0.68,均P<0.05)。小学班主任心理资本及其各个维度与职业认同均呈显著正相关(均P<0.01),且韧性和希望两个维度对职业认同具有显著的正向预测作用(均P<0.01)。结论四川省泸州市小学班主任心理资本可影响其职业认同,增强心理资本水平可提升其职业认同。
Objective To understand the status and relationship between professional identity and psychological capital of class advisers in primary schools of Luzhou City in Sichuan Province. Methods Cluster random sampling method was used collect 210 primary school class advisers in Luzhou City of Sichuan Province from April to July 2019. The teacher professional identity scale and Psychological capital questionnaire of primary and middle school teachers were used to measure professional identity and psychological capital,and the data were analyzed. Results The score of professional identity and psychological capital among 203 primary school class advisers in Luzhou City of Sichuan Province was 4.25 ±0.42 and 4.15 ±0.69 respectively. The scores of professional identity(4.42±0.36) and resilience(4.55±0.68) in class advisers aged >40 years old were significantly higher than those in class advisers aged <30 years old(4.08±0.51,4.15±0.71,both P<0.05). The professional identity scores of the teachers in charge of a class ≥5 years were significantly higher than those of the teachers in charge of a class <5 years(4.32±0.37,4.27±0.42,4.35±0.36 vs 4.09±0.52,all P<0.05),and the psychological capital scores of the teachers in charge of a class 5-<11 years and>20 years(4.23±0.62,4.34±0.59) were significantly higher than those of the teachers in charge of a class <5 years(3.91±0.61,both P<0.05). The scores of professional identity(4.30±0.40) and resilience(4.39±0.77) of married primary school class advisers were significantly higher than those of unmarried class advisers(4.11±0.52,4.07±0.65,both P<0.05). The scores of professional identity(4.48±0.39) and psychological capital(4.44±0.53) of primary school class advisers with senior teacher title were significantly higher than those of class advisers with junior teacher title(4.15±0.50,4.03±0.68,both P<0.05). The psychological capital and dimensions in primary school class advisers were positively correlated with professional identity(all P<0.01),and the dimensions
作者
汤芙蓉
李欧
TANG Fu-rong;LI Ou(Police Management Department,Sichuan Police College,Luzhou Sichuan,646000,China)
出处
《职业与健康》
CAS
2021年第21期2972-2975,共4页
Occupation and Health
基金
2018年四川省教育厅资助项目(18SB0458)。
关键词
小学班主任
职业认同
心理资本
Primary school class advisers
Professional identity
Psychological capital
