中学教师工作倦怠与其影响因素的关系研究

发布时间：2018-03-03 07:20

本文选题：工作倦怠　切入点：影响因素　出处：《上海师范大学》2005年硕士论文　论文类型：学位论文

【摘要】：教师工作倦怠是近几年国内心理学界研究的一个热点问题。由于它不仅会影响教学工作状况、学生发展,还会影响教师本人的身心健康、生活质量,所以日益引起人们的关注,并导致众多研究,获得不少成果。然而,无论是国内还是国外的研究,出现了理论和实证研究不协调的趋向:有的思辩性虽强但失之于实证性的支持不足,有的实证性虽强但失之于理论性的依据不足。鉴此,本研究试图从理论研究和实证研究相结合的角度出发,深入探索教师工作倦怠问题,并着重在以下两方面问题的解决中体现本研究的特色和价值: 1) 以往对工作倦怠影响因素的研究上仅停留在预先设定的几个有限的影响因素上:或仅停留在工作特征这一因素上,或仅关注环境因素,或侧重于个体特征因素,缺少综合性。本研究则通过运用开放式问卷、文献查阅等途径收集有关中学教师工作倦怠影响因素的各种信息,编制相应问卷,以便能从各种主客观因素综合上来研究这一问题。 2) 以往研究多集中在有关因素对工作倦怠直接作用的强度上,而忽视间接作用,且都假设有关因素对工作倦怠作用是一种平行关系,未考虑可能存在着的其它关系。与此相应,所用的统计方法也大多是因子分析、回归分析等,无法同时处理多个变量之间的关系。本研究则在总结以往研究成果的基础上,先提出了一个中学教师工作倦怠与其影响因素关系的假设模型,然后对上海市若干中学的教师分层随机抽样收集观测数据,运用结构方程模型来验证假设模型的合理性,以明确各个因素对工作倦怠的影响强度和方式,为教师工作倦怠这一现象的预防提供一个指导实践的可操作性的理论依据。研究表明: 1)中学教师工作倦怠的形成是多种因素综合作用的结果,且作用主要是通过个人的认知评价产生的; 2)影响工作倦怠的四个主要因素依次为环境因素、工作特征因素、组织因素和个人因素,其影响强度分别为0.320、0.300、0.219、0.147; 3)各因素的影响方式不同:环境因素除直接影响外,还通过工作特征因素、组织因素和个人因素发生间接影响;工作特征因素和组织因素除直接影响外,通过个人因素发生间接影响;个人因素则直接影响工作倦怠。
[Abstract]:Teacher job burnout is a hot issue in the field of psychology in China in recent years. Because it will not only affect the situation of teaching work, the development of students, but also the teachers' physical and mental health and quality of life, it has attracted more and more people's attention. However, whether domestic or foreign, there has been a tendency of incongruity between theoretical and empirical research: some of them are strongly speculative but lack of support from empirical evidence. In view of this, this study attempts to explore the problem of teachers' job burnout from the perspective of the combination of theoretical research and empirical research. And focus on the following two aspects of the solution to reflect the characteristics and value of this study:. 1) in the past, the study of the influencing factors of job burnout only focused on a few predefined factors: either the factors of job characteristics, the environmental factors, or the factors of individual characteristics. Lack of comprehensiveness. This study collected all kinds of information about the influencing factors of middle school teachers' job burnout by means of open questionnaire and literature review, and compiled the corresponding questionnaire. In order to study this problem from various subjective and objective factors. 2) previous studies focused on the intensity of the direct effect of relevant factors on job burnout, but neglected the indirect effect, and assumed that the related factors were a parallel relationship to job burnout without considering other possible relationships. Most of the statistical methods used are factor analysis, regression analysis and so on, which can not deal with the relationship between multiple variables at the same time. In this paper, a hypothetical model of the relationship between job burnout and its influencing factors of middle school teachers is proposed, and then the stratified random sampling data of teachers in some middle schools in Shanghai are collected and the structural equation model is used to verify the rationality of the hypothetical model. In order to clarify the influence of various factors on job burnout and how to prevent the phenomenon of teacher job burnout, this paper provides an operational theoretical basis to guide the practice. 1) the formation of middle school teachers' job burnout is the result of a variety of factors, and the effect is mainly generated by personal cognitive evaluation; 2) the four main factors influencing job burnout were environment factor, job characteristic factor, organization factor and individual factor, and the influence intensity was 0.320 / 0.300 / 0.219 / 0.147; 3) the influence modes of each factor are different: besides direct influence, environmental factor is influenced indirectly by work characteristic factor, organization factor and individual factor, and work characteristic factor and organization factor except direct influence, Personal factors affect job burnout directly.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G443

【引证文献】