中学教师自我效能、集体效能和工作倦怠关系

Relations between Teachers’ Self-efficacy, Collective Efficacy and Job Burnout

文章采用自我效能问卷、集体效能问卷和工作倦怠问卷对150名中学教师进行了问卷调查,探讨了教师自我效能、集体效能和工作倦怠之间的关系。结果发现:自我效能在性别、学校类型上差异显著,在教龄上差异不显著;集体效能在学校类型上差异显著;工作倦怠在性别和学校类型上差异显著,在教龄上差异不显著。教师的自我效能与集体效能存在显著的正相关。教师自我效能与工作倦怠的三个维度—热情枯竭、精力枯竭、职业成就感丧失之间存在显著的负相关。教师的集体效能与工作倦怠的三个维度—热情枯竭、精力枯竭、职业成就感丧失之间存在显著的负相关。

The author questionnaires 150 subjects of middle school teachers in terms of self-efficacy, collective efficacy and job burnouts to reveal their correlations. The results show that significant differences of self-efficacy exist in gender and types of schools, but not in their teaching years： collective efficacy differs significantly in types of schools; disparities of job burnout stand out in gender and types of schools, but not in teaching years. Teachers＇ self-efficacy is positively correlated with collective efficacy, but negatively with job burnout while collective efficacy is negatively-correlated with job burnout.