西部地区幼儿园教师工作压力对数字素养的影响机制研究

Study on the Impact Mechanism of Job Stress on Digital Literacy of Preschool Teachers in Western China

教师数字素养是重塑自身专业价值,推进教育数字化和实现数字战略计划的关键所在。为探讨西部地区幼儿园教师数字素养表现及工作压力对数字素养的作用机制,本文以1036名西部地区幼儿园教师为调查对象,采用幼儿园教师数字素养问卷、工作感受量表及情绪劳动量表进行调查分析。结果表明:幼儿园教师的数字素养呈中等水平,各维度发展不均衡;幼儿园教师工作压力总体上负向影响数字素养,其中工作负荷负向预测数字技术知识与技能、数字化应用和专业发展,但教学自主正向预测教师数字技术知识与技能、专业发展;情绪劳动在工作压力和数字素养之间发挥调节作用。鉴于此,提升教师的数字素养需要充足的资源支持、提升教师的数字技术知识与技能,减轻教师的工作负荷,并增强教师采用情绪劳动策略的适宜性。

Digital literacy of teachers is essential to reshaping their professional values,and realising of the dig-ital strategic plan and advancing the digital education.To examine the digital literacy of preschool teachers in western China,and explore the mechanism between digital literacy and job stress.The research was conducted with 1036 preschool teachers in western China as respondents.Digital literacy questionnaire for preschool teachers,work feelings scale and emotional labor scale were adopted for the survey,and data was analyzed through correlation analysis and logistic regression.The results found that the digital literacy of preschool teachers is moderately,uneven development across dimensions.The job stress of preschool teachers negatively predicts their digital literacy,with the workload negatively predicts digital technology knowledge and skills,digital applications and professional development,but teaching autonomy positively predicts teachers’digital technology knowledge and skills,professional development;and the emotional labor plays a regulatory role be-tween job stress and digital literacy.Therefore,enhancing teachers’digital literacy requires adequate resource support,improving teachers’digital technology knowledge and skills,reducing teachers’work burden,and enhancing the appropriateness of teachers’emotional job strategies.