中学教师工作家庭冲突归因方式与职业倦怠的关系

Relationship of work-family conflict,attribution style and job burnout among middle school teachers

目的了解中学教师工作家庭冲突、归因方式与职业倦怠的关系,为促进中学教师的心理健康水平提供参考依据。方法采用工作家庭冲突、归因方式与职业倦怠量表,对随机选取的宁夏5所中学237名教师进行问卷调查。结果中学教师表现出一定程度的职业倦怠,其中情绪衰竭尤为严重;中学教师工作家庭冲突和家庭工作冲突并存;在进行归因时,更倾向于做出可控性归因;职业倦怠的性别主效应和学历主效应显著。中学教师的工作家庭冲突、归因方式及职业倦怠存在显著的相关,归因方式在工作家庭冲突与职业倦怠之间存在部分中介作用。结论中学教师工作家庭冲突、归因方式与职业倦怠密切相关,工作家庭冲突通过归因方式对职业倦怠起中介作用。

ObjectiveTo explore the relationship work-family conflict,attribution style and job burnout among middle school teachers.MethodsA total of 237 middle school teachers were investigated on work-family conflict,attribution style and job burnout through questionnaire survey.ResultsThe middle school teachers had high score in the dimension of emotional exhaustion.Work-family conflict and family-work conflict co-existed.Majority of the participants inclined to select controllable attribution.Gender and education backgound had main effects on work-family conflict,attribution style and job burnout.Work-family conflict,attribution style and job burnout were significantly interrelated.Attribution style had a partial mediating effect on the relation of work-family conflict and job burnout.ConclusionWork-family conflict,attribution style and job burnout are closely related among middle school teachers.Attribution style mediates in the relation of job burnout and work-family conflict.