时间管理与教师工作倦怠的关系

Relationship Between Time Management and Job Burnout of Teachers

目的:对MBI-ES进行修订,并考察时间管理与工作倦怠之间的关系。方法:先对612名教师进行了调查,并采用探索性因素分析考察了MBI-ES的构想效度;然后,对586名教师进行了调查,采用验证性因素分析对修订后的MBI-ES的构想效度进行了验证,并考察了时间管理与工作倦怠的关系。结果:修订后的MBI-ES具有良好的构想效度,情绪衰竭、成就感低落、人格解体三个维度的内部一致性系数分别为0.90,0.80,0.76。时间管理对情绪衰竭、成就感低落、人格解体均有显著的影响,其标准化回归系数分别为-0.17,-0.21,-0.37。结论:修订后的MBI-ES可作为测量我国教师工作倦怠的有效工具。提高教师的时间管理能力可以有效地降低工作倦怠。

Objective： To revise Maslach Burnout Inventory-Education Survey under Chinese Context, and further explore the impact of time management on job burnout. Methods： First, 612 teachers were asked to fill out the questionngire, and exploratory factor analysis was used to explore the construct validity of MBI-ES. Then, another 586 teachers were asked to fill out the questionnaire, and confirmatory factor analysis was used to confirm the construct validity of the revised MBI-ES. The relation between time management and job burnout was explored by Hierarchical regression analyses. Results： The construct validity of the revised MBI-ES was sound. The Cronbach＇s alpha coefficient of emotional exhaustion, reduced personal accomplishment and depersonalization was 0.90, 0.80, 0.76. Time management was a powerful predictor of emotional exhaustion, reduced personal accomplishment and depersonalization, and the standardized regression coefficient was -0.17, -0.21, -0.37. Conclusion- The revised MBI-ES can be used as an effective tool to assess job burnout of teachers in China. Improving teachers＇ time management ability could be helpful to reduce job burnout.