268名国培中职教师角色压力和情绪管理能力的关系研究

Relationship between the Role Stress and Emotional Management Ability of 268 Vocational Teachers in the National Training Project

对268名参与重庆市国培的中职教师进行调查,研究其角色压力和情绪管理能力的关系,结果发现:(1)承担专业课的中职教师角色冲突显著高于公共课的教师;其他专业的中职教师角色压力显著高于学前教育专业的教师;不同教龄、职称的中职教师的角色冲突和角色压力存在显著差异。(2)骨干教师情绪管理能力显著高于普通教师;不同年龄、教龄的中职教师在情绪调控能力、情绪理解能力、情绪辨识能力以及情绪管理能力上存在显著差异;高级职称的中职教师在情绪调控能力、情绪辨识能力和情绪管理能力上显著高于初级和中级职称的教师。(3)中职教师角色压力各维度和情绪管理各维度呈不同程度的相关;其角色模糊是情绪调控力、情绪辨识力和情绪运用力的有效预测变量,其角色冲突和角色负荷是情绪理解力的有效预测变量。

The research of 268 vocational teachers in the national training project shows the relationship between their role stress and emotional management ability as follows：（1） major course teachers have a higher role conflict than the other teachers; preschool educational teachers have a lower role stress than the other teachers; and different teachers with such as different title and age have a different role conflict and stress;（2） key teachers have a higher level of emotional management ability than the other teachers; teachers with different and school age have a significantly different level of the emotional regulatory,understanding,distinguish and management ability; the teachers with higher titles have a higher level of the emotional regulatory,distinguish and management ability;（3） their role stress and emotional management abilities have a significantly different correlation; The role ambiguity is an effective predictive variable.