专业发展公平感对教师职业认知幸福感影响的实证研究

An Empirical Study on the Influence of Perceived Professional Development Justice on Teachers’ Professional Cognitive Well-being

认知幸福感是教师职业幸福感的重要维度,其水平高低关系着基础教育的高质量发展。而教师专业发展公平感深刻影响着其认知幸福感。基于2020年全国33590份教师问卷调查数据,深入分析教师专业发展公平感对认知幸福感的影响,并把教师精神状态和职业认同感作为中介变量纳入结构模型。研究发现:教师在专业发展层面的公平感知对职业认知幸福感有显著的正向预测作用;教师精神状态和职业认同感对认知幸福感有显著的正向预测作用;教师精神状态和职业认同感,在专业发展公平感对认知幸福感的影响中起部分中介作用。建议通过凝"情"、厚"资"、增"能"、重"人"等途径,整体提升教师认知幸福感。

Cognitive well-being is an important dimension of teachers’professional well-being,and its level is related to the high-quality development of basic education.Teachers’professional development justice has a profound impact on their cognitive well-being.Based on a large sample of 33,590 data collected in 2020,this paper analyzs the influence of teachers’perceived professional development justice on cognitive well-being,which includes teachers’mental state and professional identity as mediating variables in the structural model.The conclusions are as follows:teachers’perceived professional development justice has a significant positive predictive effect on their cognitive well-being;teachers’mental state and professional identity have significant positive predictive effect on cognitive well-being;teachers’mental state and professional identity plays a partial mediating role in the influence of perceived professional development justice on cognitive well-being.To improve teachers’cognitive well-being,it is necessary to build a harmonious co-existence working environment,increase economic income,improve professional level and implement humanistic management.