提升教师的心理韧性:学校工作条件与人际信任的影响作用

Sustaining Resilience of Chinese Teachers: The Contribution of Work Conditions and Trust

以北京市455名中小学教师为样本,研究考察了工作条件(学校设施与资源、工作负荷、学校领导支持)与学校人际信任(教师对同事、家长、学生及校长的信任)对教师心理韧性的影响作用。结果表明:(1)学校领导支持与教师对同事的信任、教师对家长与学生的信任对教师心理韧性表现出非常显著的正面影响,减少教师工作负荷对教师心理韧性中的工作满足感与乐观具有明显的预测作用;(2)教师对校长的信任未直接显著地影响教师的心理韧性,但对工作条件与心理韧性两者之间的关系起着明显的调节作用,也就是说,教师对校长越信任,则支持性工作条件更加有助于提高教师的自我效能感、对工作的热爱与奉献以及工作成就感。这些结果为提升教师的心理韧性提供了实证研究的基础。

This study investigated the contribution of the work conditions and relational trust in schools to sustaining sense of resilience to teaching in a sample of 455 primary and secondary school teachers in Beijing. Work conditions and relational trust teacher perceived significantly predicted teacher resilience. Teacher trust for principal had mediating effects on the re- lationship between work conditions and teacher resilience. These findings and the notable contribution of relational trust in schools to teacher resilience were discussed in developing mutual trust and support in school contexts for enhancement of re- silience and commitment among teachers.