教师职业认同与情感承诺的关系:工作满意度的中介作用

Teachers' Professional Identity and Affective Commitment: Mediating Role of Job Satisfaction

基于社会认同理论,采用教师职业认同量表、工作满意度量表和情感承诺问卷对234名中学教师进行调查,考察教师职业认同与情感承诺的关系,以及工作满意度在这一关系中的中介作用。结果表明:(1)职业认同、工作满意度和情感承诺均呈显著正相关;(2)职业认同可以正向显著地直接预测情感承诺,同时又通过工作满意度的中介作用对情感承诺产生间接的预测作用。

Based on the theory of social identity, this present study introduced one mediating variable （job satisfaction） to examine the relationship between teachers＇ professional identity and affective commitment. A sample of 234 secondary teachers were selected by convenience sampling, and they were surveyed with teachers＇ professional identity scale, job satisfaction scale and affective commitment inventory. The results showed that ： （ 1 ） There were significant positive correlations among teachers＇ professional identity, job satisfaction and affective commitment; （2） Teachers＇ professional identity not only have a direct effect on affective commitment, but also have an indirect effect on affective commitment through job satisfaction.