小学教师的核心自我评价在职业认同与工作投入间的作用

Effect of core self-evaluation on professional identity and work engagement in primary school teachers

目的 了解小学教师的职业认同、核心自我评价对工作投入的影响,以及核心自我评价在职业认同和工作投入间的中介作用。方法 2021年8月采用随机抽样法,对陕西省218名小学教师进行问卷调查,并对数据进行分析。结果 小学教师的职业认同、核心自我评价和工作投入两两呈现显著正相关(r=0.376、0.689、0.489,均P<0.01);职业认同可以显著地正向预测工作投入(β=0.689,P<0.01);职业认同可以显著地正向预测核心自我评价(β=0.376,P<0.01);核心自我评价和职业认同可以显著地正向预测工作投入(β=0.588,P<0.01),且核心自我评价在小学教师的职业认同和工作投入间起着部分中介效应,占总效应的14.6%。结论 小学教师的职业认同对工作投入有着直接影响作用,且这种影响可被核心自我评价部分中介。

Objective To explore the influence of primary school teachers’ professional identity and core self-evaluation on work engagement,and the mediating effect of core self-evaluation on professional identity and work engagement.Methods In August 2021,a questionnaire survey was conducted among 218 primary school teachers in Shaanxi Province by the random sampling method,and the data were analyzed.Results The professional identity,core self-evaluation and work engagement of primary school teachers are positively correlated(r=0.376,0.689,0.489,P<0.01).The professional identity positively predicted work engagement(β=0.689,P<0.01).The professional identity significantly positively predicted core self-evaluation(β=0.376,P<0.01).The core self-evaluation and professional identity significantly positively predicted work engagement(β=0.588,P<0.01),and the core selfevaluation had a partial mediating effect between professional identity and work engagement of primary school teachers,and the mediating effect accounted for 14.6% of the total effect.Conclusion The professional identity of primary school teachers has a direct influence on work engagement,and this influence is partially mediated by core self-evaluation.