关系韧性视角下的民族地区教师韧性影响机制研究——跨文化适应的中介分析

Study on the Influence Mechanism of Teacher Resilience in Ethnic Areas from the Perspective of Relationship Resilience:Mediation Analysis of Cross-Cultural Adaptation

民族地区教师的韧性发展对提高民族地区教育质量和减少教师流失具有重要意义,基于关系韧性的视角,利用贵州、广西、甘肃、新疆、湖北5省区10个民族县义务教育阶段教师的调研数据,综合运用描述性统计、相关分析、回归分析和结构方程模型,探究民族地区教师韧性发展的影响因素和机制。研究发现,师生关系、同事关系和教师韧性发展之间存在显著正相关,跨文化适应在其中起到部分中介作用;班级课堂氛围遭遇的挫折能激发教师通过跨文化适应间接促进韧性发展;良好的师生关系和同事关系可以直接正向促进教师韧性发展,并通过跨文化适应间接促进教师韧性发展;跨文化适应的中介效应主要建立在教师积极主动的职业情感投入和对当地贡献的感知。逆境、人际支持和主动适应是教师韧性发展的关键。

The resilience development of teachers in ethnic areas is of great significance to improve the quality of education and reduce the loss of teachers in ethnic areas. Based on the perspective of relationship resilience, this study explores the influencing factors and mechanisms of analysis of teacher resilience development in ethnic areas through adopting the research data of teachers in compulsory education from ten counties in Guizhou, Guangxi, Gansu, Xinjiang and Hubei provinces and utilizing descriptive statistics, correlation analysis, regression analysis and structural equation models.The research results showed a significant positive correlation between teacher-student relationships, colleague relationships, and teacher resilience development, with cross-cultural adaptation acting as a partial mediator;setbacks in the classroom atmosphere can inspire teachers to indirectly promote resilience through cross-cultural adaptation;good teacher-student relationship and colleague relationship can directly promote positive development of teacher resilience, and indirectly promote teacher resilience development through cross-cultural adaptation;the mediation effect of cross-cultural adaptation mainly builds on teachers’ proactive professional emotional input and perceptions of local contribution. Adversity, interpersonal support, and active adaptation are the key to the development of teacher resilience.