教师人格特征和组织认同与工作倦怠的关系

The Relationship Among Teachers' Personality,Organizational Identification and Job Burnout

组织认同是社会认同的一种特殊形式,是与组织具有一致性或从属于组织的知觉。本研究通过对545位教师的问卷调查,对教师的组织认同状况及其与人格变量和工作倦怠的关系进行了考察,得出了以下结论:(1)教师组织认同的总体情况较为理想,组织认同不存在男女性别差异,但随着年龄的增长而提高,工龄4-5年左右是组织认同增长的拐点;(2)人格特征中的精神质和神经质能够负向地预测个体的组织认同水平;(3)个体的组织认同水平能够负向地预测其工作倦怠的人格解体和成就感降低维度。

Organizational identification as a special form of social identification is the perception of oneness with or belonging to an organization. To explore the relation among teachers ＇ personality, organizational identification and job burnout, Mael＇s organizational identification questionnaire, Graphic Scale for the Measurement of Organizational Identification, Eysenck Personality Questionnaire and Chinese Maslach Burnout Inventory were administered to 545 primary and secondary teachers. The results show that （ 1 ） the status of teachers＇ organizational identification is satisfactory, and there is no sexual difference in teachers＇ organizational identification. Teachers＇ organizational identification increases with age and the tenure of 4-5 years is the turning point of teachers＇ organizational identification movement. （2） Neuroticism and Psychoticism are excellent negative predictors of teachers＇ organizational identification. （3） Teachers＇ organizational identification is an excellent negative predictor of their depersonalization and reduced individual accomplishment.