中小学STEAM教师心理授权与胜任力的关系——有调节的中介模型

The Relationship between Psychological Empowerment and Competence of STEAM Teachers in Primary and Secondary Schools——A Moderated Mediation Model

构建一个有调节的中介模型,探讨中小学STEAM教师心理授权与胜任力的关系,便于考察工作投入在二者关系中的中介作用及自我效能感的调节作用,并以中小学STEAM教师为具体研究对象,对其心理授权、胜任力、工作投入、自我效能感进行问卷调查,结果显示:在控制性别、岗位性质、STEAM教龄、任教阶段、学校类型后,心理授权对胜任力有显著的正向预测作用;工作投入在心理授权与胜任力的关系中起中介作用;工作投入在二者关系中的中介作用受到自我效能感的调节。研究结果不仅有利于从工作要求—资源理论的视角解释心理授权与胜任力的关系,而且对引导中小学STEAM教师使用合理方法提高胜任力具有一定的启示意义。

To explore the relationship between psychological empowerment and the competence of STEAM teachers in primary and secondary schools,a moderated mediation model was constructed,focusing on the mediating role of work engagement in the relationship between the two and the moderating role of self-efficacy.Taking STEAM teachers in primary and secondary schools as the research objects,a survey was conducted with questionnaire on their psychological empowerment,competence,work engagement and self-efficacy.The results show that after controlling gender,job nature,years of teaching,teaching stage and types of schools,psychological empowerment has a significant positive predictive effect on competency;work engagement plays a mediating role in the relationship between psychological empowerment and competence;the mediating effect of work engagement in the relationship between the two is moderated by self-efficacy.These findings not only help to explain the relationship between psychological empowerment and competency from the perspective of job requirements-resources theory,but also have implications for STEAM teachers in primary and secondary schools to improve their competency effectively.