心理授权与幼儿教师职业倦怠的关系：链式中介效应分析

The Relationship between Psychological Empowerment and Preschool Teachers’ Job Burnout: Analysis of Chain Mediating Effect

目的:考察心理授权、职业认同、心理资本与幼儿教师职业倦怠的关系及内在作用机制。方法:采用心理授权问卷、职业认同问卷、心理资本问卷及职业倦怠问卷对382名幼儿教师进行调查。结果:①心理授权与职业倦怠呈显著负相关,而与职业认同、心理资本呈显著正相关;心理资本与职业认同呈显著正相关;职业认同与职业倦怠呈显著负相关。②心理授权主要通过三种间接效应对幼儿教师职业倦怠产生影响,即职业认同的单独中介作用、心理资本的单独中介作用及二者的链式中介作用。结论:心理授权可分别通过职业认同、心理资本的中介作用及职业认同与心理资本的链式中介作用间接预测幼儿教师职业倦怠。

Objective: To investigate the relationship between psychological empowerment, professional identity, psychological capital and preschool teachers’ job burnout and the internal mechanism. Methods: This study used a psychological authorization questionnaire, a professional identity questionnaire, a psychological capital questionnaire and a burnout questionnaire to investigate 382 preschool teachers. Results:①Psychological empowerment and burnout were significantly negatively correlated, and positively correlated with professional identity and psychological capital;psychological capital was significantly positively correlated with professional identity and psychological empowerment;professional identity and job burnout were significantly negatively correlated.②Psychological empowerment mainly affects the preschool teachers’ job burnout through three indirect effects, namely, the independent mediating role of professional identity, the individual mediating role of psychological capital and the chain mediating role of the two. Conclusion: Psychological empowerment can indirectly predict the burnout of preschool teachers through the professional identity, the intermediary role of psychological capital and the chain intermediary role of professional identity and psychological capital.