职业价值与自我效能:教师幸福感的双重促进路径

Professional Value and Self-efficacy:A Dual Path to Promote Teachers’ Wellbeing

教师幸福感是个体自我感知与对外部因素感知共同作用的结果。通过对446名在职教师进行问卷调查,考察了教师职业价值感和自我效能感对主观幸福感的影响。结果表明:在个人价值层面,教师自我效能感能直接预测教师幸福感,并可以通过自尊间接影响教师幸福感;在社会价值层面,教师职业价值感可以通过自尊间接影响教师幸福感。基于幸福感的影响因素和教师职业特征,可以从教师个体职业感受和对社会认可感受两条路径入手,构建社会文化与环境、教育管理与学校环境、教师个体心理保健三个层面的良好生态环境,提升教师幸福感指数。

Teachers’ wellbeing arises from the realization of personal value and social value. This study investigated 513 in-service teachers to explore the influence of teachers’ sense of professional value and self-efficacy on their subjective wellbeing. The investigation has the following findings. At the level of personal value, teachers’ professional self-efficacy directly affected teachers’ subjective well-being and indirectly affected teachers’ subjective well-being via self-esteem. At the level of social value, teachers’ professional value indirectly affected their happiness via self-esteem. Based on the influencing factors of happiness and the professional characteristics of teachers, the dual path model of improving teachers’ wellbeing, measures to improve teachers’ happiness can be implemented from three aspects: social culture and environment, educational management and school environment, and teachers’ individual mental health care.