幼儿教师心理资本、职业压力与工作绩效:应对方式的中介作用

Psychological Capital,Occupational Stress and Job Performance among Kindergarten Teachers:Effect of Way of Coping

为探索幼儿教师心理资本、职业压力和应对方式对工作绩效的影响,选取成渝两地幼儿教师共328名,用教师心理资本问卷(TPCQ)、幼儿教师工作压力源问卷(KTOSQ)、简易应对方式量表(SSWC)、教师工作绩效量表(TJPS)进行调查。结果表明:(1)控制学校性质、每月收入、教师教龄和年龄影响后,幼儿教师心理资本对工作绩效有显著积极影响,职业压力对工作绩效有显著消极影响。(2)幼儿教师积极应对部分中介心理资本对工作绩效的影响,消极应对部分中介职业压力对工作绩效的影响。以上研究结果对保护和提升幼儿教师工作绩效具有重要价值。

This study aimed at exploring the effects of psychological capital, occupational stress and way of coping on job performance a- mong kindergarten teachers in China. Participants were 328 kindergarten teachers in Chengdu and Chongqing City who completed a set of questionnaires including teachers＇ psychological capital questionnaire （TPCQ）, kindergarten teachers＇ occupational stress question- naire （ KTOSQ）, teachers＇ job performance scale （TJPS） and simple scale of way of coping （SSWC）. The results showed that： （ 1 ） Kin- ./ dergarten teachers＇ psychological capital had significantly positive effect on job performance, and kindergarten teachers＇ occupational stress had significantly negative effect on job performance after controlling for types of kindergarten, monthly income, age and teaching age. （2） Kindergarten teachers＇ positive coping style partially mediated the effect of psychological capital on job performance, and kin- dergarten teachers＇ negative coping style partially mediated the effect of occupational stress on job performance. These results may con- tribute to improvement of job performance among kindergarten teachers.