教师工作要求的分类——基于对职业倦怠和工作投入的影响研究

The Classification of Teachers' Job Demands——Based on the Research of Effects on Burnout and Work Engagement

采用《中小学教师工作特征问卷》、《教师职业倦怠量表》和《中文版Utrecht工作投入量表》对799名中小学教师进行测查,探讨不同属性工作要求的分类以及不同类别的工作要求对教师职业倦怠和工作投入的影响。研究发现,情绪要求、学生不良行为和升学考试压力能够正向预测职业倦怠和负向预测工作投入,可称为阻碍性要求;工作负荷和角色压力能够同时正向预测情绪衰竭和工作投入,可称为挑战性要求;职业道德要求能够负向预测去个性化和正向预测工作投入,可称为发展性要求。

With a sample of 799 primary and secondary school teachers employed to complete Teachers＇ JobCharacteristics Scale,Teachers＇ Burnout Scale and Chinese Version of Utrecht Work Engagement Scale,the subdivisionof job demands and the relationship between different types of job demands and teachers＇ burnout and work engagementwere explored. The results showed that emotional demands,pupil misbehavior and the examination and entrance pressurecould positively predict burnout and negatively predict work engagement,so they were named hindrance demands;workload and role stress could also positively predict emotional exhaustion and work engagement,so they were namedchallenge demands;occupation moral requirements could negatively predicted depersonalization and positively predictedwork engagement,so they were named developmental demands.