特教学校服务氛围与教师工作投入间的关系:一个有调节的中介模型

The Relationship between Service Climate and Teachers Work Engagement in Special Education Schools:A Moderated Mediation Model

采用问卷调查法对261名特教教师进行匿名调查,以探讨特教学校的服务氛围与教师工作投入间的关系及其内部作用机制。结果发现:特教学校的服务氛围显著正向影响特教教师的工作投入;工作满意度在特教学校的服务氛围与教师的工作投入间起部分中介作用;工作角色契合度调节工作满意度中介作用的前后两段。因此,特教学校的服务氛围既可以直接影响教师的工作投入,又可以通过工作满意度间接影响工作投入,同时,工作满意度的间接作用还受工作角色契合度的调节。

In order to explore the relationship between the service climate of special education schools and teachers work engagement and its internal mechanism,a questionnaire survey was conducted on 261 teachers of special education schools anonymously.The results show that:the service climate of special education schools has a significantly positive impact on the work engagement of special education teachers;Job satisfaction could partially mediate the relationship between the service climate and work engagement of teachers in special education schools;Work role fit moderates the mediating effect of job satisfaction on the front and back stages.Therefore,the service climate of special education schools can not only directly affect work engagement,but also indirectly affect work engagement through job satisfaction,and the indirect effect of job satisfaction is moderated by work role fit.