职初教师生活满意度的发展轨迹:职业认同和情绪调节的预测作用

Development Trajectory of Early-career Teachers′ Life Satisfaction:Predictive Role of Professional Identity and Emotional Regulation

生活满意度是影响教师成长和教育质量的重要因素。为了探究职初教师生活满意度的发展轨迹特征及其纵向预测因素,测查了196名教师从职前两年到职后三年的生活满意度和职前的情绪调节策略和职业认同感。潜类别增长分析发现职初教师的生活满意度分为“较高-下降”“高-稳定”“低-稳定”三种发展轨迹;多项逻辑回归发现,职前更多使用认知重评、职业认同感高的教师更可能属于“高-稳定”轨迹,而非“较高-下降”或“低-稳定”两种轨迹。这些发现揭示了职初教师生活满意度发展轨迹的异质性,以及职业认同感和认知重评对这些轨迹的跨时预测作用,提示教师教育可通过提升情绪调节和职业认同感,有针对性地提高职初教师的生活满意度。

Life satisfaction is an important factor influencing both teacher development and educational quality.To investigate the developmental trajectory characteristics of early-career teachers′life satisfaction and its longitudinal predictive factors,this study tracked 196 teachers′life satisfaction from the first two years before their careers to the third year of their careers,as well as their pre-career emotional regulation strategies and professional identity.Latent Class Growth Model analysis revealed three developmental trajectories of life satisfaction for early-career teachers:"high-decreasing""high-stable"and"low-stable".Multinomial logistic regression found that teachers who used more cognitive reappraisal and high professional identity were more likely to belong to the"high-stable"trajectory rather than the"high-decreasing"or"low-stable"trajectories.These findings reveal the heterogeneity of the development trajectory of teachers′life satisfaction,as well as the role of professional identity and cognitive reappraisal in predicting these trajectories,suggesting that teacher education can improve teachers′level of life satisfaction by enhancing emotional regulation and professional identity.