教学与科研工作时间何以影响高校教师的主观幸福感

How Do Teaching and Research Work Hours Affect Subjective Well-Being of Faculty

为合理优化高校工作时间配置、增进高校教师幸福感,使用我国部分高校教师从业状况大规模调查数据,构建了关于高校教师工作时间与主观幸福感的有调节的序列中介模型。研究发现:教学和科研工作时间对高校教师的主观幸福感均有显著的负向影响,工作时间引致的消极影响主要源于教学而非科研;教学或科研工作压力、健康水平在相应的工作时间与教师主观幸福感的负向关联中起独立中介作用和序列中介作用;教学偏好能够缓冲教学工作时间增加导致的教学工作压力,进而降低教学工作时间对健康水平与主观幸福感的负面影响。由此,高校应当统筹大学文化建设与激励制度改革,引导教师协调教学与科研工作的关系;建立支持型工作环境,减小工作压力对教师健康水平和主观幸福感的负面影响;基于教师工作偏好推进教师岗位分类管理,建立分学科、分岗位类型的高校教师考评制度。

In order to reasonably optimize the job demands and increase the subjective well-being of faculty,based on the large-scale survey data,a moderated serial mediation model was developed.Results showed that teaching and research hours significantly and negatively affect subjective well-being,and the negative effects caused by job demands mainly come from teaching rather than research.Moreover,work stress and health mediate the relationship of work hours and subjective well-being.Furthermore,teaching preference weaken the serial mediating effect of teaching work stress and health between teaching hours and subjective well-being.Therefore,colleges and universities should coordinate the construction of university culture with the reform of incentive system,guiding faculty to harmonize the relationship between teaching and research work;establish a supportive work environment to reduce the negative impact of work stress on faculty's health and subjective well-being;and promote the classified management of teaching positions based on faculty's work preferences,establishing an evaluation mechanism for university faculty that differentiates by discipline and position type.