赋能学校科层制对教师职业倦怠的影响:有调节的中介模型

The Effect of Enabling School Bureaucracy on Teachers Job Burnout:A Moderated Mediation Model

为探究赋能学校科层制与教师职业倦怠的关系,研究采用赋能学校科层制量表、教师职业倦怠量表和工作意义量表对1 120名教师进行问卷调查。结果表明:赋能学校科层制、教师工作意义感与教师职业倦怠呈显著负相关,赋能学校科层制与教师工作意义感呈显著正相关;教师工作意义感在赋能学校科层制与教师职业倦怠之间具有部分中介作用;教龄在以教师工作意义感为中介的赋能学校科层制与教师职业倦怠的关系中具有调节作用,调节中介模型的前半路径,即随着教龄增加,赋能学校科层制对教师工作意义感的正向预测作用呈降低趋势。研究结论为建立健全赋能学校科层制,有效缓解教师职业倦怠具有参考意义。

To investigate the relationship between enabling school bureaucracy and teacher burnout,a questionnaire survey is conducted on 1120 teachers using the Enabling School Bureaucracy Scale,the Teacher Burnout Scale,and the Work Meaning Scale.The results find that enabling school bureaucracy,job meaning,and teacher burnout are significantly negatively related,and enabling school bureaucracy was significantly positively related to job meaning;job meaning partially mediates the relationship between enabling school bureaucracy and teacher burnout;teaching age has a moderating role in the relationship between enabling school bureaucracy and teacher burnout mediated by teachers sense of job meaning,moderating the first half of the path of the mediation model.The positive predictive effect of enabling school bureaucracy on teachers sense of job meaning tended to decrease as teaching age increases.The conclusion of the study informs the establishment of enabling school bureaucracy to effectively alleviate teacher burnout.