中学教师的知识分享与职业倦怠的关系

The relationship between knowledge sharing and job-burnout for middle school teacher

目的探讨教师的知识分享行为与职业倦怠之间的关系。方法利用自编的知识分享行为问卷与职业倦怠问卷对298名中学教师进行测量，并对数据进行方差分析与回归分析。结果（1）处于不同年龄段的教师在情感衰竭（F=9．458，P〈0．01）、离线转移知识（F=3．461，P〈0．05）、在线接受知识（F=5．138，P〈0．01）、在线转移知识（F=7．031，P〈0．01）等分量表上存在显著的组间差异，同时不同年龄组的教师在职业倦怠总分（F=6．932，P〈0．01）与知识分享总分（F=4．559，P〈0．05）上均存在显著的组间差异，其中，30—40岁的教师知识分享行为得分最低[（55．88±11．80）分]，其职业倦怠总分得分最高[（87．44±24．89）分]；（2）教师职业倦怠总分与四类知识分享行为呈显著的负相关（离线接受：r=-0．451；离线转移：r=-0．369；在线接受：r=-0．171；在线转移：r=-0．242）；（3）教师的知识分享行为能解释20．4％的情感衰竭的变异量，4．7％的低工作效能的变异量，13．2％的讥诮态度的变异量以及19．7％的职业倦怠总分的变异量。结论教师的知识分享行为对职业倦怠具有负向预测作用，即教师的知识分享行为越多．其职业倦怠的可能性就越小。

Objective To discuss the correlation between middle school teachers＇ knowledge sharing behavior and job-burnout. Methods Knowledge sharing scale and job-burnout scale were used to measure 298 middle school teachers, then ANOVA and regression was done to analyze the data. Results （ 1 ） The teachers in different age periods got significantly different scores on the sub-scale of job-burnout, exhaustion （ F = 9. 458, P 〈 0.01 ） ,offline knowledge transference （ F = 3. 461, P 〈 0.05 ）, online knowledge receiving （ F= 5. 138, P 〈 0.01 ） , offline knowledge transference （ F = 7.031, P 〈 0.01 ）. Those teachers with the age of 30- 40 got highest score on aggregate job-burnout scale （ 87.44 ± 24.89 ） and lowest score on knowledge sharing scale （55.88 ± 11.80） ; （2） There was significant negative correlation between teachers＇ knowledge sharing behavior and jobburnout. （3） Middle school teachers＇ knowledge sharing behavior could explain 20.4% of their exhaustion＇ s variance, 4.7% of their decreased professional self-efficacy＇ s variance, 13.2% of their cynicism＇ s variance and 19.7% of their aggregate job-burnout＇ s variance. Conclusion Teachers＇ knowledge sharing behavior could well predict their burnout and this finding also help us deal with teacher＇ s job-burnout.