摘要
教师职业倦怠感通过影响教师身心健康和工作状态,进而对学生的学习与发展产生负面影响。教师职业倦怠感相关研究注重对外部影响因素的探讨,缺乏教师从教动机和社会情感能力对职业倦怠感影响的研究。本研究基于1169位中小学教师的问卷调查,探讨了教师内外从教动机和社会情感能力对职业倦怠感的作用机制。结果表明,教师职业倦怠感在性别、学段、职称和学校类型上存在显著性差异;教师内部从教动机和社会情感能力负向显著影响职业倦怠感,外部从教动机正向显著影响职业倦怠感;社会情感能力在内部从教动机对职业倦怠感的影响中起到部分中介作用。教育主管部门和学校可以通过革新教师引育理念、保留教师从教“初心”和提高社会情感能力,预防或缓解中小学教师的职业倦怠感。
Teacher job burnout has a negative impact on student learning and development by affecting teachers’physical health and mental and work status.Research on teacher burnout has focused on external influences,while there is a lack of research on the impact of teachers’motivation and socio⁃emotional competencies on burnout.Based on a questionnaire survey of 1169 primary and secondary teachers,this study investigated the mechanisms of teach⁃ers’internal and external motivation for teaching and socio⁃emotional competence on perceptions of job burnout.The results indicate that there are significant differences in teacher burnout in terms of gender,school level,job title and school type.Teachers’intrinsic motivation for teaching and social⁃emotional competence have a positive and negative effect on job burnout.Teachers’social⁃emotional competence partially mediates the effect of teachers’intrinsic moti⁃vation for teaching on job burnout.Education administrators and school leaders can prevent or mitigate teacher burn⁃out through innovative teacher recruitment and development philosophies,retaining teachers’‘originality’,and im⁃proving social⁃emotional competence.
作者
刘珈宏
冯剑峰
秦鑫鑫
LIU Jia-hong;FENG Jian-feng;QIN Xin-xin(Basic Education and Lifelong Education Development Department,East China Normal University,Shanghai,200062,China;School of Teacher Education,Jiangsu University,Zhenjiang,212013,China;School of Management,Jiangsu University,Zhenjiang,212013,China)
出处
《教师教育研究》
北大核心
2023年第2期97-104,共8页
Teacher Education Research
基金
江苏省教育科学“十四五”规划专项课题(C/2022/01/59)阶段性成果。
关键词
内部从教动机
外部从教动机
社会情感能力
职业倦怠感
intrinsic motivation for teaching
extrinsic motivation for teaching
social⁃emotional competence
teacher job burnout
