内蒙古自治区幼儿教师职业压力与职业倦怠:职业认同的中介效应

Inner Mongolian preschool teachers′ occupational stress and burnout: the mediated effects of professional identity

目的考察幼儿教师职业压力对职业倦怠的影响以及职业认同的中介效应。方法通过问卷法调查内蒙古自治区619名幼儿教师职业压力、职业认同及职业倦怠情况。结果职业压力对幼儿教师职业倦怠具有显著正向预测作用(0.103<r<0.503,P<0.05);职业认同在两者关系之间起部分中介效应[c=-0.032,s_(x)=0.019,P<0.01,95%CI(-0.0738,-0.0001)]。结论降低幼儿教师的职业倦怠水平,可通过降低其职业压力,或者提高幼儿教师的职业认同感。

Objective To explore the influence of preschool teachers'occupational stress on job burnout as well as the mediating effect of their professional identity.Methods A total of 619 preschool teachers from Inner Mongolia were interviewed through questionnaire survey.Results Occupational stress had significantly positive predicative effects on job burnout(0.103<r<0.503,P<0.05),and professional identity played a mediating role between occupational stress and job burnout[c=-0.032,s_(x)=0.019,P=0.000,CI(-0.0738,-0.0001)].Conclusion The level of preschool teachers'job burnout can be lowered by reducing their occupational stress or improving their professional identity.