学前融合教育教师忧虑对职业倦怠的影响:园长家庭支持型行为的调节作用

The Influence of Teacher Anxiety on Job Burnout in Inclusive Education Practice:The Moderating Effect of Family-Supportive Behavior of Kindergarten Directors

探讨幼儿园教师实施融合教育忧虑与职业倦怠的关系,揭示园长家庭支持型行为的作用性质,对592位幼儿园教师展开调查,为增进教师情绪能量,避免职业倦怠提供依据。结果显示:(1)幼儿园教师实施融合教育忧虑、职业倦怠处于较高水平,在性别、教育背景、保教经历和职后培训特征上差异均有统计学意义;(2)幼儿园教师实施融合教育忧虑对其职业倦怠有正向预测作用,园长家庭支持型行为对教师职业倦怠有负向预测作用;(3)园长家庭支持型行为在幼儿园教师实施融合教育忧虑对职业倦怠影响中起调节作用。据此,在学前教育师资职前培养和职后教育纳入早期融合教育知识前提下,应重视园长家庭支持型行为意识和理论提升及家庭支持型行为增进。

To explore the relationship between anxiety and job burnout among kindergarten teachers in the implementation of inclusive education,and to reveal the nature of family supportive behaviors of kindergarten directors,592 kindergarten teachers were investigated,so as to provide evidence for improving teachers'emotional energy and avoiding job burnout.The results showed that(1)the anxiety and job burnout of kindergarten teachers in implementing inclusive education were at a high level,and there was a statistical significance in the differences in gender,educational background,teaching experience and post-service training characteristics.(2)Kindergarten teachers'anxiety about implementing inclusive education had a positive effect on their job burnout,and the supportive family behaviors of kindergarten directors had a negative predictive effect on their job burnout;(3)The supportive family behavior of kindergarten directors'plays a moderating role in the teacher anxiety on job burnout in inclusive practice.Accordingly,on the premise that the pre-service training and post-service education of preschool teachers incorporate knowledge of early inclusive education,and attention should be paid to enhance the awareness and theories of family supportive behaviors of kindergarten directors.