职业技术学院教师情绪智力与工作倦怠的关系

Relationship between emotional intelligence and job burnout among vocational college teachers

目的:探讨职业技术学院教师情绪智力与工作倦怠的关系。方法:采用情绪智力量表和工作倦怠量表对河南省3所职业技术学院的1 200名教师进行调查。结果:不同性别、学历、职称、工龄的职业技术学院教师情绪智力比较,差异有统计学意义(P<0.05);不同性别、职称和工龄的职业技术学院教师工作倦怠比较,差异有统计学意义(P<0.05);情绪智力与工作倦怠各维度之间均存在负相关(P<0.05)。情绪智力的自我情绪评估(β=-0.265)、他人情绪评估(β=0.379)和情绪利用(β=-0.253)三个维度对工作倦怠有预测作用(P<0.05)。结论:职业技术学院教师可以通过提高情绪智力水平降低工作倦怠水平,从而提高其在教学任务中的工作成就感。

Aim： To investigate the relationship between emotional intelligence and job burnout of vocational college teachers. Methods： Emotional Intelligence Questionnaire（ WLEIS-C） and Maslach Burnout Inventory（ MBI-GS） were applied to investigate 1 200 vocational college teachers from three colleges in Henan Province. Results： The emotional intelligence of vocational college teachers was statistically different among different gender,education background,title and length of service groups（ P〈0. 05）. The job burnout of vocational college teachers was statistically different among different gender,title and length of service groups（ P〈0. 05）. There were negative correlations in each dimension between emotional intelligence and job burnout（ P〈0. 05）. Self-emotion appraisal（ β =- 0. 265）,others emotion appraisal（ β = 0. 379） and use of emotion of emotional intelligence（ β =- 0. 253） had prediction value on job burnout of vocational college teachers.Conclusion： Vocational college teachers can reduce level of job burnout through improve the level of emotional intelligence,thus improve their teaching achievement.