职业认同与初中教师工作投入的关系:自我效能感和教师元认知的作用

The relationship between professional identity and work engagement of junior middleschool teachers: The role of self-efficacy and teacher metacognition

采用问卷调查法探讨职业认同与初中教师工作投入的关系以及自我效能感、教师元认知在二者关系中的作用。结果显示:(1)职业认同、工作投入、自我效能感以及教师元认知两两之间均为显著正相关;(2)自我效能感在职业认同和工作投入之间起部分中介作用;(3)教师元认知调节了自我效能感在职业认同与工作投入关系的中介效应。与低元认知水平的教师相比,高元认知水平教师的自我效能感在职业认同和工作投入关系的中介效应显著增加。除教师元认知体验外,教师元认知其他维度的调节效应均达到显著水平或边缘显著水平。因此,为了促进初中教师的工作投入,不仅需要提升其职业认同水平,还需要增强自我效能感、培养教师元认知能力。

A questionnaire survey was conducted to explore the relationship between professional identity and work engagement of junior middle school teachers,as well as the role of self-efficacy and teacher metacognition in it.The results showed that there was significant and positive correlation among professional identity,work engagement,self-efficacy and metacognition.In addition,self-efficacy played a part of mediating role on the relationship between professional identity and work engagement.And teachers metacognition moderated the mediating effect.Compared with teachers who had lower levels of metacognition,the effect size of the mediating effect of teachers who had higher levels of metacognition increased significantly.Excluding teacher metacognitive experience,the moderating effects of other dimensions of teacher's metacognition reached the significant or marginal significant levels.To promote the work engagement of junior middle school teachers,it is necessary to improve the levels of teachers’professional identity,as well as enhance teachers'self-efficacy and cultivate their metacognitive abilities.