在政府资助的教师中感知到的组织支持和工作倦怠:基本心理需求和教育政策满意度
Linghao Kong1, Yiwen Wu2, Weijuan Zhang3
1School of Education Science, Huazhong University of Science and Technology, Wuhan, China.
Acta psychologica
|December 11, 2025
概括
感知到的组织支持 (POS) 通过培养自主,自我效能和归属感来减少服务教师的工作倦怠. 教育政策的满意度可以影响这些支持性途径.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 教师教育教育的教师教育.
背景情况:
- 工作倦怠是教师们的一个重大问题.
- 了解影响教师福祉的因素对于可持续的教育系统至关重要.
- 自决理论和资源保护理论为研究工作场所的支持和压力提供了框架.
研究的目的:
- 调查中国政府资助的教师 (GFPTs) 感知到的组织支持 (POS) 和工作倦怠之间的关系.
- 检查工作自主,教师自我效能和职业归属性在POS-burnout关系中的调解作用.
- 探索教育政策满意度对这些路径的温和效应.
主要方法:
- 在中国,对937个GFPT进行了定量调查研究.
- 用结构方程建模来测试拟议的调解和调节模型.
- 数据分析的重点是组织支持,心理需求和倦怠之间的相互作用.
主要成果:
- POS显著减少了工作倦怠,完全通过工作自主,教师自我效能和职业归属感来调解.
- 从POS到倦怠的直接路径并不显著,表明完全调解.
- 教育政策的满意度调节了路径,特别是削弱了POS和自我效能之间的联系.
结论:
- 组织支持对于维护服务教师福祉至关重要,通过增强的心理需求运作.
- 政策环境与组织支持相互作用,以塑造教师的动力和减少倦怠.
- 干预措施应将机构支持与学校层面的战略相结合,以促进教师可持续发展的自主性,能力和归属感.
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