特殊教育教师工作家庭冲突对工作投入的影响:情绪智力的调节作用

Work Family Conflict and Work Engagement in Special Education Teachers:Emotional Intelligence as a Moderator

目的:探讨特殊教育教师情绪智力对工作家庭冲突与工作投入之间关系的调节作用。方法:采用工作家庭冲突量表(WFCS),情绪智力量表(WLEIS)和工作投入量表(UWES)对河南省7所特殊教育学校256名教师进行调查。结果:1特殊教育教师家庭冲突和工作投入在性别、有无孩子及年龄方面差异显著;2特殊教育教师情绪智力、工作家庭冲突与工作投入显著相关;3特殊教育教师情绪智力对工作家庭冲突与工作投入之间的关系有显著的调节作用。结论:特教教师情绪智力缓冲了工作家庭冲突对工作投入的负性影响。

Objective： To explore the moderating effect of emotional intelligence on the relationship between work family conflict and work engagement among special education teachers. Methods： 256 special education teachers were investigated with Work Family Conflict Scale（WFCS）, Emotional Intelligence Scale（WLEIS） and Work Engagement Scale（UWES）.Results： ①In terms of gender, having children or not, and age, there were significant differences in work family conflict and work engagement among special education teachers. ②The special education teachers＇ emotional intelligence, work family conflict and work engagement were significantly correlated with each other. ③The special education teachers＇ emotional intelligence moderated the relationship between work family conflict and work engagement. Conclusion： The special education teachers＇ emotional intelligence buffered the negative influence from work family conflict on work engagement.