幼儿教师职业压力、心理资本和职业认同对职业幸福感的影响机制

The Effect Mechanism of Kindergarten Teachers' Occupational Stress,Psychological Capital and Occupational Identity on Their Occupational Well-being

为探索幼儿教师职业压力、心理资本和职业认同对职业幸福感的影响机制,随机选取川渝两地幼儿教师328名,用幼儿教师工作压力源问卷(KTOSQ)、幼儿教师职业认同问卷(KTPIQ)、教师心理资本问卷(TPCQ)和幼儿教师职业幸福感量表(KTOWBS)进行调查。结果表明:(1)幼儿教师职业压力是风险性因素,降低其职业幸福感。心理资本是保护性因素,提高其职业幸福感,且心理资本的保护作用主要表现为直接效应;(2)幼儿教师职业认同在职业压力和心理资本对职业幸福感的影响中起完全中介作用。以上研究结果对保护和提高幼儿教师职业幸福感具有重要理论价值和实践意义。

Abstract： In order to explore the effect mechanism of kindergarten teachers＇ occupational stress, psychological capital and occupational identity on their occupational well-being, 328 kindergarten teachers in Sichuan and Chongqing were investigated randomly by kindergarten teachers＇ occupational stress questionnaire （KTOSQ）, kindergarten teachers＇ occupational identity questionnaire （KTPIQ） , teachers＇ psychological capital questionnaire （TPCQ） and kindergarten teachers＇ occupational well-being scale （KTOWBS）. The results showed that： （1） Kindergarten teachers＇ occupational stress as a risk factor reduced their occupational welL-being. Kindergarten teachers＇ psychological capital as a protective factor increased their occupational well-being, and the protective effect of psychological capital is direct effect. （2） Kindergarten teachers＇ occupational identity fully mediated the effect of psychological capital and occupational stress on their occupational well-being. The afore-mentioned results deepened our protecting and improving kindergarten teachers＇ occupational well-being. Key words： kindergarten teacher; occupational stress; psychological capital; occupational identity; occupational well-being