教师教学能力的内隐信念对幸福感的影响——基于四川省高职院校教师的实证研究

The Influence of Teachers’ Implicit Beliefs in Teaching Ability on Well-being——Based on Empirical Research in Higher Vocational Colleges in Sichuan Province

高职院校教师教学工作任务量重、压力大等问题是损害其职业幸福感的重要因素,通过检验高职院校教师教学能力的内隐信念是否会预测幸福感,有助于优化教师幸福感的策略制定。采用问卷调查法对高职教师进行调研,遵循结构方程模型的两步方法,对四川省1282名高职院校教师的调研数据进行处理和分析。研究结果发现,成长型教学心态显著正向预测了幸福感的所有维度,而固定型教学心态没有预测幸福感的任何维度。根据研究结果提出高职院校应革新教师培训理念和构建“多元一体化”培训体系,高职院校教师要充分重视成长型教学心态的积极价值,青年教师应“逆向指导”年长教师等举措,从而提升高职教师幸福感。

Problems such as heavy teaching tasks and high pressure of teachers in higher vocational colleges are important factors that damage their well-being.This study aims to test whether implicit beliefs about teachers’teaching ability can predict well-being in higher vocational colleges,which aids in the development of strategies to optimize teacher well-being.Questionnaires are used to follow the two-step method of structural equation model.The survey data of 1282 teachers in higher vocational colleges in Sichuan Province were processed and analyzed.The results showed that the growth teaching mindset significantly and positively predicted all dimensions of wellbeing,while the fixed teaching mindset did not predict any dimensions of well-being.According to the research results,it is proposed that higher vocational colleges should innovate the concept of teacher training and build a“multi-integration”training system,teachers in higher vocational colleges should pay full attention to the positive value of growth-oriented teaching mentality,and young teachers should“reverse guide”older teachers to improve the well-being of higher vocational teachers.