学校组织气氛与教师工作倦怠的关系:心理资本的调节作用

School Organizational Climate and Teachers' Job Burnout: The Moderating Effects of Psychological Capital

目的探讨学校组织气氛对教师工作倦怠的影响,以及心理资本在其中的调节作用。方法采用《中小学教师心理资本问卷》、《中小学学校组织气氛问卷》、《教师职业倦怠问卷》对来自江苏、湖南两地的中小学302名教师的调查数据进行多层次回归分析。结果①学校组织气氛中,除校长行为与低成就感相关不显著外,其它与教师工作倦怠的负相关都显著(P<0.05)。②在控制人口学变量后,教师行为、任务心理资本在工作倦怠上的标准回归系数均为负,且达到显著水平(P<0.05);校长行为在情绪衰竭、去个性化上的标准回归系数也为负,并达到显著水平(β=-0.364,-0.185;P均<0.05);人际心理资本在情绪衰竭、低成就感上的回归系数也达到显著与边缘显著水平(β=0.165,P<0.05;β=-0.102,P<0.08)。③当个体的任务型、人际型心理资本处在高水平时,校长行为、教师行为对降低工作倦怠的影响作用逐渐增加;但当心理资本处在低水平时,校长行为、教师行为对工作倦怠的影响作用不显著。结论学校组织气氛与教师工作倦怠相关,心理资本在学校组织气氛与教师工作倦怠间有显著的调节作用。

Objective To explore the effects of school organizational climate on teachers job burnout and test the moderating effects of psychological capital. Methods Using the questionnaires of primary and secondary school teachers psychological capital, school organizational climate and teachers＇job burnout to investigate 302 primary and secondary school teachers in Jiangsu and Hunan province with hierarchical regression method. Results （1）Among school organizational climate, teacher behavior was not significantly related to reduced personal accomplishment, but the other dimensions are negatively related to all the three dimensions of job burnout（ P 〈 0.05 ）. （2） After controlling of demographic factor, the standardized regression coefficient of teacher behavior and task - based psychological capital on job burnout was significantly negative（ P 〈 0.05 ） ; The standardized regression coefficient of headmaster behavior on emotional exhaus- tion and depersonalization was significantly negative （β = -0. 364, -0. 185 ; P 〈 0.05 ） ; The standardized regression coefficient of interpersonal emotional psychological capital on emotional exhaustion and reduced personal accomplishment was separately significant and marginal（β =0. 165 ,P 〈0. 05 ;]3 = 4）. 102, P 〈 0.08 ）. （3）When task-based psychological capital and interpersonal emotional psychological capital was at a high level, the reducing effects of headmaster behavior and teacher behavior on job burnout wauld gradually increase; when psychological capital was at a low level ,the effects of headmaster behavior and the teacher behavior on job burnout was not significant. Conclusion The school organizational climate is related to teachers＇job burnout, and psychological capital has a significant moderating effect in the relations between school organizational climate and job burnout.