工作压力,应对资源和教师职业满意度:基于中国"双减"政策的问卷调查
Bairen Ding1, Yijie Wang1, Fei Li2
1School of Public Administration, Hohai University, Nanjing, China.
BMC psychology
|December 10, 2025
概括
在中国的"双重削减"政策下,教师的职业满意度受到工作压力的负面影响. 然而,社会支持和自我效能可以积极调节这种关系,提高整体工作满意度.
科学领域:
- 教育政策 教育政策
- 职业健康心理学 职业健康心理学
- 教育社会学教育的社会学
背景情况:
- 教师的职业满意度受到教育改革的重大影响.
- 中国的"双重减少"政策为检查教师福利提供了一个关键的背景.
- 压力过程理论为理解工作压力和应对资源的相互作用提供了一个框架.
研究的目的:
- 研究工作压力与教师职业满意度之间的关系.
- 探索社会支持网络和自我效能的调节作用.
- 在中国的"双重减少"政策框架内分析这些动态.
主要方法:
- 对576名中小学教师进行了一项横截面的在线调查.
- 参与者来自中国南通市和扬州市.
- 统计分析包括描述性统计,相关性,多重线性回归和适度效应测试.
主要成果:
- 在"双重减少"政策下,教师的职业满意度较低,特别是在试点地区.
- 工作压力显著和负面地预测了教师的职业满意度.
- 社会支持和自我效能积极调节工作压力和职业满意度之间的关系.
结论:
- 压力过程理论有效地解释了教师在"双重减少"政策下的职业满意度.
- 该政策具有双重效应:增加工作压力,同时提供增强应对资源的潜力.
- 战略应侧重于减轻工作压力,积极发展社会支持和自我效能,以提高教师的满意度.
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