教师自主对教师心理健康的影响:领悟社会支持的调节作用

Teacher Autonomy and Teachers'Mental Health:the Moderating Effect of Perceived Social Support

为了探讨教师自主与教师心理健康之间的关系,以及领悟社会支持对这一关系的影响,采用教师自主问卷、领悟社会支持量表和SCL-90量表对1 251名中小学教师进行调查.结果表明:(1)中小学教师自主总体发展水平较高,但各维度发展不均衡;中小学教师领悟社会支持水平较高,在性别和学段上的差异具有统计学意义;中小学教师心理健康总分显著高于全国常模,其心理健康状况不容乐观.(2)教师自主能正向预测其心理健康水平,即自主水平越高,其心理健康状况越好;(3)领悟社会支持在教师自主与心理健康之间起调节作用,随着领悟社会支持水平的提高,低自主对教师心理健康的影响逐渐减弱.

A sample of 1251 primary and secondary school teachers in China completed the Questionnaire of Teachers＇ Autonomy Level, Perceived Social Support Scale and SCL-90. The results showed that the autonomy level of primary and secondary school teachers was, on the whole, relatively high, but the development was unbalanced on four dimensions. Their perceived social support level was fairly high, and significant differences in perceived social support level were found on gender and school stage. These teachers＇ average score of SCL-90 was remarkably higher than the national normal, which revealed that these teachers＇ mental health was worrisome. Teacher autonomy could significantly predict a teacher＇s mental health, suggesting that the higher the level of teacher autonomy, the better his mental health would be. A teacher＇s perceived social support moderated the relationship between his teacher autonomy and mental health; in other words, the negative effect of lower teacher autonomy on his mental health decreased with increasing perceived social support level.