初中教师职业压力应对策略与自我效能感

Coping Strategies of Occupational Stress and the Self-efficacy of Junior Middle School Teachers

对初中教师在不同职业压力情境下其应对策略与自我效能感的关系进行研究,有助于教师在面对压力时寻求相应的更为有效的应对策略。结果表明,教师的应对策略具有跨情境性;教师的应对策略和情境间有交互作用;一般教育效能感对十种应对策略均无显著预测作用,个人教学效能感对积极评价、情绪宣泄、计划解决、回避、自我调控、接受责任和忽视七种策略有显著预测作用。

A probe into the relationship between junior middle school teachers＇ occupational stress strategies and their self-efficacy in different situations will surely help teachers to find more effective strategies when they face them. This research result shows that： The strategies of teachers＇ occupational stresses can be applied to inter-cultural situations; there exits interaction between the teachers＇ occupational stresses and situations; general educational self-efficacy doesn＇t have significantly predictive effect on ten coping strategies; while individual teaching self-efficacy gets that effect on the seven strategies such as positive evaluation, emotional expression, plans solution, withdrawal and self-control, and responsibility accepting or ignoring.