工作资源与要求如何影响高校教师的教学投入——兼论教学和科研的关系

How Do Job Resource and Demand Influence University Faculty's Engagement:On the Relationship between Teaching and Research

基于全国8812名本科高校教师的调查数据,以工作要求-资源模型为框架分析环境支持对教学投入的影响,检验教学压力和科研压力对环境支持影响教学投入关系的单独和联合调节作用。结果表明:(1)环境支持显著正向预测教学投入;(2)教学压力和科研压力分别负向调节环境支持与教学投入的关系;(3)教学压力和科研压力联合调节环境支持与教学投入的关系。无论教师的教学科研压力高低如何,环境支持都是预测教学投入的主要因素。在相同环境支持下,教学压力和科研压力同低或同高的教师对教学的投入都高于两种压力一高一低的教师。研究结果揭示了环境支持和压力对高校教师教学投入的复杂影响机制,支持了高校教学与科研相辅相成的关系,并为提升我国高校教师的教学投入提供了理论启示和实践指引。

On the basis of data of 8,812 university faculty,the present study applied the Job Demands-Resources Model to analyze the impact of university environmental support on teacher engagement,as well as the separate and joint moderating effects of teaching stress and research stress on this relationship.Results showed that(a)environmental support significantly and positively predicts teaching engagement;(b)teaching stress and research stress negatively mediate the relationship between environmental support and teaching engagement respectively;(c)teaching stress and research stress have joint moderating effects on the relationship between environmental support and teaching engagement.No matter what faculty's teaching and research stress are,environmental support is the major factor predicting teaching engagement.Given the same environmental support,faculty with"high-support,high-stress"or"low-support,low-stress"engage more than faculty with"low-support,high-stress"or"highsupport,low-stress".The findings reveal complex mechanism of how environment support and stress influence university faculty's engagement,support the mutually reinforcing relationship between teaching and research,and provide theoretical implications and practical guidance for improving faculty's teaching engagement in China's university.