工作特征和主观幸福之间的关系教育组织的经理和雇员的幸福
Liudmyla M Karamushka1, Oksana V Kredentser1, Kira V Tereshchenko1
1G.S. KOSTIUK INSTITUTE OF PSYCHOLOGY OF THE NAES OF UKRAINE, KYIV, UKRAINE.
本研究探讨了工作特征如何影响教育工作人员的福祉. 调查结果揭示了经理和员工之间的认知差异,为提高组织效率提供了见解.
科学领域:
- 组织心理学 组织心理学
- 教育管理的教育管理.
- 职业健康 职业健康 职业健康
背景情况:
- 主观的幸福感对于员工的表现和组织的有效性至关重要.
- 了解工作特征与幸福感之间的联系在教育环境中至关重要.
- 之前的研究还没有充分探讨乌克兰教育机构内的这些关系.
研究的目的:
- 实证地研究工作特征与主观幸福感之间的关系.
- 为了比较管理人员和教育组织的员工对工作特征的看法.
- 确定影响员工幸福感的特定工作特征.
主要方法:
- 使用工作设计问卷 (WDQ) 进行工作特征评估.
- 使用修改后的BBC主观幸福度表 (BBC-SWB) 来衡量幸福感.
- 应用了包括皮尔森相关性和独立样本t测试在内的统计分析,对来自345名乌克兰教育工作人员的数据进行了测试.
主要成果:
- 教育工作人员普遍认为工作特征是积极的,但有明显的差异:自主性低于任务特征,社会/环境低于知识特征.
- 经理人报告说,他们对工作特征的看法比员工更为有利.
- 根据其与管理人员和员工的主观幸福感的重要关联,确定了三组不同的工作特征.
结论:
- 调查结果为提高教育机构员工主观幸福感提供了可操作的见解.
- 该研究强调了解决特定工作特征的重要性,以提高组织效率.
- 结果可以指导管理人员和员工培养更积极的工作环境.
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