教师身份差异与工作绩效的关系:有调节的中介效应

The Relationship Between Teacher Identity Difference and Job Performance:Moderating Mediating Effect

为明确中职学校教师身份(在编教师、非在编的合同制教师)对工作绩效的影响,研究构建了一个有调节的中介模型,重点考察内部人身份感知在二者之间的中介作用以及教师职位的调节作用。以342名中职教师为被试,采用问卷法对其教师身份、教师职位、内部人身份感知以及工作绩效进行调查。结果显示:(1)在控制了性别、年龄后,教师身份对工作绩效具有显著的负向预测作用,在编教师的工作绩效与合同制教师差异显著,在编教师工作绩效要明显好于合同制教师;(2)内部人身份感知能够在教师身份与工作绩效之间起中介作用;(3)教师身份对内部人身份感知的直接预测作用受到教师职位的调节作用,在编教师中职位低者较于职位高者,内部人身份感知更强;而非在编的合同制教师职位低者更倾向于感受到“非内部人”身份。研究结果不仅有利于从角色认同和组织认同的角度理解教师身份与工作绩效的关系,而且从编制管理的角度考量,对中职教师中合同制教师的工作绩效的提升具有现实启示意义。

In order to clarify the influence of teacher identity(on-board teacher and off-board contract teacher)on job performance in secondary vocational schools,this study constructed a moderating mediation model,focusing on the mediating effect of insider identity perception between the two and the moderating effect of teacher position.A total of 342 secondary vocational teachers were selected as objects to conduct a questionnaire survey on their teacher identity,teacher position,insider identity perception and job performance.The results show that:(1)after controlling for gender and age,teacher identity has a significant negative predictive effect on job performance.There is a significant difference between the job performance of on-board teachers and that of contract teachers,and the job performance of on-board teachers is significantly better than that of contract teachers.(2)insider identity perception can play an intermediary role between teacher identity and job performance.(3)the direct predictive effect of teacher’s identity on insider’s identity perception is regulated by the teacher’s position.The lower the position of the teacher,the stronger the insider’s identity perception.Instead of contract teachers who are not on the payroll,they tend to feel“non-insider”.The research results not only help to understand the relationship between teacher identity and job performance from the perspective of role identity and organizational identity,but also have realistic enlightenment significance to consider the improvement of job performance of contract teachers in secondary vocational schools from the perspective of establishment management.