特殊教育教师社会支持和工作绩效的关系——职业幸福感的中介作用

The Relationship between Social Support and Job Performance ofSpecial Education Teachers:Mediating Role of Occupational Well-being

采用整群抽样的方法选取被试,从湖北、山东、河南、河北等省份选取特殊教育学校16所,对315名特殊学校教师施测,通过结构方程模型来探讨特殊教育教师的社会支持对其工作绩效的影响及其作用机制。结果表明:在社会支持方面,男性、月收入较低的和已婚的特教教师的社会支持程度较低;在职业幸福感方面,月收入较低的教师,其职业幸福感也较低;在工作绩效方面,未婚特教教师显著高于已婚特教教师。特殊教育教师社会支持显著正向预测工作绩效。特殊教育教师的职业幸福感在社会支持对工作绩效的影响的中介作用显著。

This study aims to explore the mediating role of special education teachers’professional well-being in social support and job performance.The whole participants were selected by cluster sampling method.A total of 315 teachers from Hubei,Shandong,Henan and Hebei provinces were tested.It exploredthe influence of social support of special education teachers on their work performance through structural equation modeling.The results show that:in terms of social support,males and teachers with low monthly incomes,and married special education teachers have lower social support;in terms of professional well-being,the lower the monthly income,the lower the professional happiness;in terms of job performance,the unmarried teachers score significantly higher than married special teacher.the social support of special education teachers significantly predicts job performance;the mediation of professional happiness of special education teachers in the impact of social support on job performance is significant.