幼儿园教师的恢复体验类型及其工作状态:基于潜在剖面分析

Types of Recovery Experiences and Work Conditions of Preschool Teachers:Based on Latent Profile Analysis

幼儿园教师良好的工作状态对于提升教育质量和教师福祉具有重要意义。为探究幼儿园教师的恢复体验类型及其工作状态,采用恢复体验量表、情绪耗竭量表、工作幸福感量表和离职倾向量表对1013名幼儿园教师进行调查。结果发现:幼儿园教师的恢复体验可以划分为心力交瘁型(12%)、身不由己型(33%)、有劳有逸型(40%)和反劳为逸型(15%);幼儿园管理者、本科及以上学历教师、公办园教师在心力交瘁型和身不由己型占比较高;不同恢复体验类型的情绪耗竭、工作幸福感和离职倾向存在差异。为改善幼儿园教师工作状态,建议教师采取多种策略来进行恢复心理资源,幼儿园根据不同类型特点改善幼儿园教师的恢复体验,探索增强教师队伍幸福感的新路径。

A good working condition of preschool teachers is of great importance to improving the quality of education and teachers’well-being.In order to investigate the types of preschool teachers’recovery experience and their work conditions,this study has investigated 1013 preschool teachers by using the Recovery Experience Scale,Emotional Exhaustion Scale,Employee Well-being Scale,and Turnover Intentions Scale.The results showed that preschool teachers’recovery experience could be divided into the following types:exhausted(12%),helpless(33%),mixed(40%),and transformed(15%);kindergarten managers,teachers with bachelor’s degree or above,and teachers in public kindergartens have a higher proportion of being exhausted and helpless;and Teachers with different types of recovery experience have different emotional exhaustion,job happiness and turnover intention.In order to improve the working conditions of preschool teachers,it is suggested that teachers should adopt various strategies to recover their psychological resources.Besides,kindergartens should improve the recovery experience of preschool teachers according to the characteristics of different types,and explore new paths to enhance the well-being of the teaching force.