特殊教育教师组织支持感与职业幸福感:职业认同和工作旺盛感的中介作用

Perceived Organizational Support and Occupational Well-Being of Special Education Teachers:The Mediating Role of Occupational Identity and Thriving at Work

本研究探讨了特殊教育教师组织支持感对其职业幸福感的影响以及职业认同和工作旺盛感的中介作用,整群抽取607名特殊教育教师对其进行问卷调查。结果表明:(1)特教教师组织支持感显著正向预测其职业幸福感;(2)职业认同和工作旺盛感在组织支持感和职业幸福感之间分别存在中介效应;(3)职业认同和工作旺盛感在组织支持感和职业幸福感之间存在链式中介效应。因此,提升特殊教育教师的职业幸福感,不仅要重视组织支持等外在资源,还要关注其职业认同、工作旺盛感等个体内在资源的作用。

In order to further explore the influence of special education teachers'perceived organizational support on their occupational well-being and the mediating role of professional identity and thriving at work,607 special education teachers were randomly selected to conduct a questionnaire survey.The results showed that:(1)perceived organizational support significantly and positively predicted occupational well-being;(2)both professional identity and thriving at work played a mediating role between organizational support and occupational well-being;(3)It was a chain mediating role.To improve the occupational well-being of special education teachers,we should not only pay attention to external resources such as organizational support,but also pay attention to the role of individual internal resources such as their professional identity and thriving at work.