中小学教师工作家庭平衡的潜在类别及其与幸福感的关系

Types of Work-Family Balance among Primary and Secondary School Teachers and Its Relationship with Well-Being

目的:运用潜在剖面分析考察中小学教师工作家庭平衡的潜在类别,探讨其类别在幸福感上的得分差异。方法:采用工作家庭平衡量表、工作满意度量表和生活满意度量表对贵州省1740名中小学教师进行调查。结果:中小学教师工作家庭平衡可以分为三种潜在类别:情绪平衡型(20.63%)、情绪–角色平衡型(57.83%)和平衡型(21.55%)。其中,这三种潜在类别在工作满意度及生活满意度上的得分存在显著差异。结论:中小学教师工作家庭平衡具有明显分类特征,且三种潜在类别具有较好的效度。这一结论有助于未来针对不同工作家庭平衡类别的中小学教师设计相应的实证研究和培养方案。

Objective: Potential profile analysis was conducted in primary and secondary school teachers to explore the potential classes of their work-family balance, the differences of different types on well-being. Methods: A total of 1740 primary and secondary school teachers in Guizhou province were investigated using Work-Family Balance Scale, Job Satisfaction Scale and Life Satisfaction Scale. Results: The primary and secondary school teachers’ work-family balance can be divided into three types: emotion balance type (20.63%), emotion-role balance type (57.83%) and balance type (21.55%). The work satisfaction and the life satisfaction scores had significant differences in the three types about the primary and secondary school teachers. Conclusion: This conclusion is helpful for the design of empirical research and training programs for teachers of different types of work-family balance in the future.