工作—家庭冲突对民族地区女性教师职业认同的影响——领悟社会支持的中介作用

The Impact of Work-family Conflict on Female Teachers’Occupational Identity in Ethnic Areas—the Mediating Effect of Perceived Social Support

在加强民族地区教师队伍建设的背景下,基于心理学的视角,聚焦女性教师的职业认同,探析工作—家庭冲突、领悟社会支持对职业认同的影响机制。使用量表进行线上施测,并对所采集的777名新疆维吾尔自治区女性教师的有效数据进行统计分析。结果显示:工作—家庭冲突能够显著负向预测职业认同,是职业认同的负向影响因素;领悟社会支持能够显著正向预测职业认同,并在工作—家庭冲突与职业认同关系之间起到部分中介作用,可以部分缓解工作—家庭冲突的影响,是职业认同的正向影响因素。据此,提出推进性别文化建设、完善学校管理措施、调整角色认知和行为等建议,以降低女性教师的工作—家庭冲突水平;提出构建社会、学校和家庭三位一体的支持网络、实施心理干预等建议,以提高女性教师的领悟社会支持水平。

Under the background of strengthening the construction of teachers in ethnic areas,this paper focuses on the occupational identity of female teachers from the perspective of psychology,exploring the influence mechanism of work-family conflict and perceived social support on occupational identity.The effective data collected from 777 female teachers in Xinjiang Uygur Autonomous Region,by using online measurement scale,is statistically analyzed.The results show that work-family conflict is a significant negative predictor of occupational identity,and it is a negative influencing factor of occupational identity.The results also show that perceived social support is a significant positive predictor of occupational identity,and can partly mediate the relationship between work-family conflict and occupational identity,partly alleviating the impact of work-family conflict,and it is a positive influencing factor of occupational identity.Based on the findings,some suggestions are put forward,such as promoting the construction of gender culture,improving school management measures and adjusting role cognition and behavior,to reduce the work-family conflict level,and the other suggestions are put forward,such as constructing a trinity support network of society,school and family,and implementing psychological intervention,to improve the perceived social support.