幼儿园教师心理健康与职业道德的关系:一个有中介的调节模型

The Relationship between Mental Health and Professional Ethics among Kindergarten Teachers:A Mediated Moderation Model

为探究幼儿园教师心理健康与职业道德之间的关系,本研究采用分层抽样方法选取610名幼儿园教师作为研究对象,运用相关问卷测量幼儿园教师心理健康、职业认同与职业道德水平,结果发现幼儿园教师职业道德水平总体来说比较高,但还有进一步提升的空间;幼儿园教师心理健康水平能够显著正向预测其职业道德水平,幼儿园教师心理健康状况越好,其职业道德水平越高;月收入水平对心理健康与职业道德之间的关系具有调节作用,当月收入水平较低时,心理健康对职业道德的正向预测作用极其显著,当月收入水平较高时,心理健康对职业道德的预测作用不显著,但也呈现出一定的共变趋势;职业认同在幼儿园教师心理健康影响职业道德的过程中具有中介效应,且月收入水平对心理健康与职业道德之间关系的调节作用受到职业认同的完全中介。在幼儿园教师职业道德建设中,无论是心理健康服务模式还是收入待遇提高模式,都应关照到幼儿园教师职业认同程度和内部工作动机的同步提高,促使幼儿园教师自觉主动实现幼教工作社会价值与个体自我价值的融合。

Using the stratified sampling method to select 610 kindergarten teachers as the research object, this study investigated the relationship between kindergarten teachers＇ mental health, monthly income level, professional identity and professional ethics with the method of psychological measurement. The results show that： （1）In general, the kindergarten teachers＇ professional ethics level is relatively high, but still needs to be further improved. （2）The mental health status of kindergarten teachers can predict their professional ethics positively. （3）The monthly income level has a moderating effect on the relationship between mental health and professional ethics. When the monthly income level is lower, the positive predictive effect of mental health on professional ethics is very significant, and when the monthly income level is higher, the predictive effect is not significant, but there is a trend of co-variation between mental health and professional ethics. （4）Professional identity plays an intermediary role in the procedure of ki/ldergarten teachers＇ mental health influencing their professional ethics. The results of this study can promote the understanding of the relationship between mental health and professional ethics of kindergarten teachers, and also have certain reference value for exploring effective ways to improve the professional ethics level of kindergarten teachers.