工作旺盛感对中小学教师专业发展的影响:有调节的中介模型

Thriving at Work and Professional Development of Teachers in Primary and Secondary Schools: A Mediated Moderating Model

目的:探讨工作旺盛感对中小学教师专业发展的影响以及工作倦怠的中介作用和组织支持感的调节作用。方法:采用工作旺盛感量表、工作倦怠问卷、组织支持感量表和中小学教师专业发展问卷对872名中小学教师进行调查。结果:(1)工作倦怠在工作旺盛感与专业发展之间起部分中介作用。(2)工作倦怠的中介作用受组织支持感的调节,组织支持感调节了工作旺盛感与工作倦怠及工作倦怠与专业发展的关系。结论:在工作旺盛感对中小学教师专业发展的影响中,工作倦怠起中介作用,组织支持感起调节作用。

Objective:To explore the influence of thriving at work on professional development in teachers in primary and secondary schools,and the mediating role of work burnout,as well as the moderating role of perceived organizational support in this mediation.Methods:872 teachers in primary and secondary schools were tested by the survey of thriving at work,perceived organizational support questionnaire,Maslach Burnout Inventory-Education Survey,and teachers’professional development inventory.Results:(1)Work burnout played partial mediating role between thriving at work and professional development.(2)The mediating effect of work burnout was moderated by perceived organizational support.Perceived organizational support not only moderated the relationship between thriving at work and work burnout but also moderated the relationship between work burnout and professional development.Conclusion:The effect of thriving at work on professional development is moderated mediating effect.