探索教师感知的工作量,挑战阻碍压力和工作参与之间的关系:以人为本的方法
Haiying Wang1, Yueyang Sun1, Weichen Wang1
1School of Psychology, Northeast Normal University, 5268 Renmin Street, Changchun, Jilin Province, China.
BMC psychology
|March 5, 2025
概括
教师 教师 教师的教师
科学领域:
- 教育心理学教育心理学
- 职业健康 职业健康 职业健康
背景情况:
- 教师的工作量是影响工作满意度和表现的重要因素.
- 了解工作负载感知细微差别对于教师福祉至关重要.
- 压力类型在调解工作负载对参与效应的相互作用需要研究.
研究的目的:
- 探索教师工作量对中国学校工作参与度的影响.
- 检查挑战和障碍应激在这种关系中的调解作用.
- 应用以人为中心的方法来识别不同的工作负载配置文件.
主要方法:
- 一项针对中国40,712名中小学教师的大规模调查.
- 使用了乌得勒支工作参与度表和挑战-障碍压力度表.
- 员工潜伏类分析 (LCA) 用于工作负载分类和调解分析.
主要成果:
- 确定了五个不同的工作负载类别:低到高.
- 感知工作量与工作参与度有负相关性.
- 挑战压力是积极介导的,而障碍压力是负面介导的工作负载-参与关系的.
结论:
- 教师工作负载的复杂性显著影响了工作参与度.
- 挑战和障碍压力以不同的方式调解工作负载和参与之间的关系.
- 调查结果为提高教师福祉和表现的有针对性的干预措施提供了信息.
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