托育教师工作环境感知与托育过程质量的关系:有调节的中介效应

Childcare Teachers’Perceived Work Environment and Childcare Process Quality:A Moderated Mediating Effect

为探究托育教师工作环境感知对托育过程质量的影响机制,本研究采用CLASS Toddler量表、教师工作环境感知量表、工作投入量表和情绪调节自我效能感量表对57个托育班级和201位托育教师进行测评。结果发现:托育教师工作环境感知、工作投入显著正向预测托育过程质量;工作投入在托育教师工作环境感知与托育过程质量间起到中介作用;情绪调节自我效能感调节该中介的直接路径和前半条路径。具体来看,工作环境感知对托育过程质量的正向预测作用在情绪调节自我效能感高的托育教师中变弱,工作环境感知对工作投入的正向预测作用在情绪调节自我效能感高的托育教师中变弱。为进一步提高托育过程质量,有必要改善托育工作环境,提高托育教师工作投入和情绪调节自我效能感。

In order to explore the influence mechanism of childcare teachers'working environment perception on the quality of childcare process,57 childcare classes and 201 childcare teachers were evaluated by using CLASS Toddler Scale,the Teachers’Perceived Work Environment Scale,Utrecht Work Engagement Scale and Regulatory Emotional Self-Efficacy Scale.The results showed that childcare teachers’work environment perception and job engagement significantly have a positive predictive effect on childcare process quality;job engagement mediates the relationship between childcare teachers’work environment perception and childcare process quality;this mediating effect is moderated by regulatory emotional self-efficacy.Specifically,the positive prediction of childcare process quality by work environment perception become weaker among childcare teachers with high regulatory emotional self-efficacy,and similarly,the positive predictive effect of perccived work environment on work engagement also diminishes among these teachers.To further improve childcare process quality,it is necessary to enhance the childcare work environment,childcare teachers’job engagement and emotion regulation self-efficacy.