农村幼儿教师宽恕行为与职业幸福感关系的实证研究
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摘要
了解农村幼儿教师宽恕行为的现状及其对职业幸福感的影响,为提升农村幼儿教师职业幸福感提供理论与实证依据。采用《宽恕行为》量表和《职业幸福感》量表对235名农村幼儿教师进行问卷调查。研究结果表明:农村幼儿教师自我宽恕处于中等水平;宽恕他人处于中等偏上水平;职业幸福感中得分最高为职业高尚感,得分最低为社会支持感;差异检验结果发现:已婚幼儿教师的自我宽恕得分显著高于未婚教师;方差分析结果发现,在职业幸福感得分上,中专学历幼儿教师显著高于大专、本科;在自我宽恕得分上,本科显著高于大中专;相关分析结果发现宽恕与职业幸福感呈正相关;进一步回归分析发现,宽恕他人对职业幸福感及其各维度有显著的预测作用,自我宽恕能正向预测情感幸福感。
By studying the present situation of rural Kindergarten teachers' forgiveness behavior and its influence on the occupational happiness,this paper provides theoretical and empirical evidence on improving the occupational happiness of rural kindergarten teachers.A total of 235 rural kindergarten teachers were surveyed by using the questionnaire surveys of Forgiveness Scale and Occupational Happiness Scale.The results show that rural kindergarten teachers self-forgiveness is at an average level;while the forgiveness of others is at an upper middle level.And the highest score of occupational happiness is the professional sense of honor,while the lowest score of occupational happiness is the social support;The analysis of the results finds that:the self-forgiveness scores of married preschool teachers were significantly higher than unmarried ones,occupational happiness score of kindergarten teacher with secondary school education was significantly higher than teachers with college and undergraduate degree;while the self-forgiving score of undergraduate degree teachers is significantly higher than teachers with college and secondary school education.By correlation analysis shows that the forgiveness was positively correlated to the occupational happiness.And regression analysis shows that forgiving others had a significant predictive effect on occupational happiness and its dimensions,and self-forgiveness could positively be related to emotional happiness.
By studying the present situation of rural Kindergarten teachers' forgiveness behavior and its influence on the occupational happiness,this paper provides theoretical and empirical evidence on improving the occupational happiness of rural kindergarten teachers.A total of 235 rural kindergarten teachers were surveyed by using the questionnaire surveys of Forgiveness Scale and Occupational Happiness Scale.The results show that rural kindergarten teachers self-forgiveness is at an average level;while the forgiveness of others is at an upper middle level.And the highest score of occupational happiness is the professional sense of honor,while the lowest score of occupational happiness is the social support;The analysis of the results finds that:the self-forgiveness scores of married preschool teachers were significantly higher than unmarried ones,occupational happiness score of kindergarten teacher with secondary school education was significantly higher than teachers with college and undergraduate degree;while the self-forgiving score of undergraduate degree teachers is significantly higher than teachers with college and secondary school education.By correlation analysis shows that the forgiveness was positively correlated to the occupational happiness.And regression analysis shows that forgiving others had a significant predictive effect on occupational happiness and its dimensions,and self-forgiveness could positively be related to emotional happiness.
引文
[1]曲正伟,关添元.农村幼儿教师队伍建设的现实问题及政策选择[J].陕西学前师范学院学报,2017(10):12-16.
[2]谢蓉,曾向阳.幼儿教师职业倦怠的缓解与职业幸福感的提升[J].学前教育研究,2011(6):67-69.
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[4]田凤娟.幼儿园教师的职业困境及应对策略[J].陕西学前师范学院学报,2017(2):144-148.
[5]付伟,张绍波,李欣,等.宽恕与心理健康关系的meta分析[J].中国心理卫生杂志,2016(5):395-400.
[6]王金霞.大学生宽恕心理及其影响因素的实证研究[D].甘肃:西北师范大学,2006.
[7]赵斌.教师职业幸福感特点及其影响效应研究[D].重庆:西南大学,2012.
[8]喻丰,郭永玉.自我宽恕的概念、测量及其与其他心理变量的关系[J].心理科学进展,2009(6):1309-1315.
[9]雷燕.幼儿教师主观幸福感及影响因素研究[D].重庆:西南大学,2006.
[10]单家银,徐光兴.自我宽恕——健康心理学新热点[J].中国临床心理学杂志,2008(1):92-94.
[11]操凯,杨宁.广东省欠发达地区幼儿园骨干教师职业幸福感现状及其影响因素——基于社会质量理论的视角[J].学前教育研究,2014(2):12-20.
[12]王丹.幼儿教师工作倦怠与工作满意度关系[J].陕西学前师范学院学报,2017(8):88-94.
[13]Ingersolldayton B,Krause N.Self-Forgiveness:A Component of Mental Health in Later Life[J].Research on Aging:An International Bimonthly Journal,2005,27(3):267-289.
[2]谢蓉,曾向阳.幼儿教师职业倦怠的缓解与职业幸福感的提升[J].学前教育研究,2011(6):67-69.
[3]蔡军.从缺失到回归:生命关怀下的幼儿教师职业幸福感[J].教育探索,2009(5):92-93.
[4]田凤娟.幼儿园教师的职业困境及应对策略[J].陕西学前师范学院学报,2017(2):144-148.
[5]付伟,张绍波,李欣,等.宽恕与心理健康关系的meta分析[J].中国心理卫生杂志,2016(5):395-400.
[6]王金霞.大学生宽恕心理及其影响因素的实证研究[D].甘肃:西北师范大学,2006.
[7]赵斌.教师职业幸福感特点及其影响效应研究[D].重庆:西南大学,2012.
[8]喻丰,郭永玉.自我宽恕的概念、测量及其与其他心理变量的关系[J].心理科学进展,2009(6):1309-1315.
[9]雷燕.幼儿教师主观幸福感及影响因素研究[D].重庆:西南大学,2006.
[10]单家银,徐光兴.自我宽恕——健康心理学新热点[J].中国临床心理学杂志,2008(1):92-94.
[11]操凯,杨宁.广东省欠发达地区幼儿园骨干教师职业幸福感现状及其影响因素——基于社会质量理论的视角[J].学前教育研究,2014(2):12-20.
[12]王丹.幼儿教师工作倦怠与工作满意度关系[J].陕西学前师范学院学报,2017(8):88-94.
[13]Ingersolldayton B,Krause N.Self-Forgiveness:A Component of Mental Health in Later Life[J].Research on Aging:An International Bimonthly Journal,2005,27(3):267-289.