早教机构组织气氛与早教教师组织承诺的关系——以教师自我效能感为中介

The Relationship between Organizational Climate of Early Education Institutions and Organizational Commitment of Early Education Teachers——Mediated by Teachers'Self-efficacy

为研究早教机构组织气氛对早教教师组织承诺的直接影响,以及教师自我效能感在影响机制中的中介效应,以135名早教教师为研究对象,运用方差分析、回归分析和中介效应分析探究变量之间的关系。结果显示:早教机构组织气氛和教师自我效能感对教师组织承诺均有显著的正向影响(β=0.651,P<0.001;β=0.457,P<0.001);早教机构组织气氛对教师自我效能感具有显著的积极影响(β=0.677,P<0.001);教师自我效能感在组织气氛对教师组织承诺的影响关系中起部分中介作用(中介效应值为0.309,相对效应值为0.4747)。研究建议:早教机构应增强组织支持力度,降低监督限制行为,并营造良好的人际氛围,提升教师自我效能感;早教教师应树立专业信念,做好职业生涯规划。

In order to study the direct impact of the organizational climate of early education institutions on the organizational commitment of early education teachers, as well as the intermediary effect of teachers' self-efficacy in the impact mechanism, this study took 135 early education teachers as the research object, and used analysis of variance, regression analysis and intermediary effect analysis to explore the relationship between variables. The results show that the organizational climate and teachers' self-efficacy have a significant positive impact on teachers' organizational commitment(β=0.651,p<0.001;β=0.457,p<0.001);the organizational climate has a significant positive impact on teachers' self-efficacy(β=0.677,p<0.001);and teachers' self-efficacy plays a partial intermediary role in the relationship between organizational climate and teachers' organizational commitment effect value is 0.309and relative effect value is 0.4747. The study suggests that early childhood education institutions should strengthen organizational support, reduce supervision and restrictive behavior, and create a good interpersonal atmosphere to enhance teachers' sense of self efficacy.;and early childhood teachers should establish professional beliefs and make career planning as well.