教师的自我同情,在工作中的自信和工作满意度之间的关系
Iga Komorowska1, Dagna Kocur1, Katarzyna Ślebarska1
1University of Silesia in Katowice, Katowice, Poland (Institute of Psychology).
概括
自我同情增强了教师的自信,从而提高了工作满意度. 这项研究强调了自我同情和自信对于教师福祉和预防倦怠的重要性.
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
- 心理健康 心理健康
背景情况:
- 教师的福祉对于教育质量至关重要.
- 了解影响工作满意度的因素对于保留教育工作者至关重要.
- 现有研究在探索教师自我同情,自信和工作满意度的相互作用方面存在差距.
研究的目的:
- 研究教师之间的自我同情,自信和工作满意度之间的关系.
- 检查自信在自我同情和工作满意度之间的联系中扮演的调解角色.
- 为了解教师幸福感和职业压力做出贡献.
主要方法:
- 有208名教师参与,通过雪球采样招聘.
- 措施包括自我同情度量 (SCS),教师自信问卷和工作满意度量.
- 统计分析涉及描述性统计,斯皮尔曼相关性和调解分析 (过程工具,模型4).
主要成果:
- 自我同情与自信 (r = 0.21) 和工作满意度 (r = 0.18) 有正相关性.
- 自信与工作满意度正相关 (r = 0.21).
- 自我自信完全调解了自我同情和工作满意度之间的关系,解释了8.3%的差异.
结论:
- 自我同情促进了自信,随后增加了教师的工作满意度.
- 支持自我同情和自信可以作为对职业压力和倦怠的保护资源.
- 结果为促进教师福祉的干预提供了实际见解,尽管建议进行纵向研究.
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