特殊教育教师的学校支持感、职业使命感与工作满意度的关系
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摘要
选取皖北地区的551名特殊教育教师进行问卷调查予以探究特教教师的学校支持感、职业使命感与工作满意度之间的关系。结果发现:特教教师在学校支持感、职业使命感与工作满意度上的自评得分均呈中等偏上水平,但在此3个变量上仍有一定的提升空间;学校支持感、职业使命感与工作满意度之间呈显著正相关;学校支持感能正向预测职业使命感与工作满意度;职业使命感不仅能正向预测特教教师的工作满意度,且在学校支持感与工作满意度之间起部分中介作用。
In order to explore the relationship among perceived school support,career calling and job satisfaction of special education teachers,a sample of 551 special education teachers who come from the North-anhui district were investigated randomly by the questionnaire. The results showed that:The majority of special education teachers' scores of perceived school support,career calling and job satisfaction were in above average level,but on the level of the three variables,the special education teachers still have room to improve; There were significant positive correlation among perceived school support,career calling and job satisfaction; The perceived school support had significantly positive predictive effects on special education teachers' career calling and job satisfaction; The special education teachers' career calling could not only significantly positive predict their job satisfaction,and it also played the partial intermediary role between the perceived school support and job satisfaction.
In order to explore the relationship among perceived school support,career calling and job satisfaction of special education teachers,a sample of 551 special education teachers who come from the North-anhui district were investigated randomly by the questionnaire. The results showed that:The majority of special education teachers' scores of perceived school support,career calling and job satisfaction were in above average level,but on the level of the three variables,the special education teachers still have room to improve; There were significant positive correlation among perceived school support,career calling and job satisfaction; The perceived school support had significantly positive predictive effects on special education teachers' career calling and job satisfaction; The special education teachers' career calling could not only significantly positive predict their job satisfaction,and it also played the partial intermediary role between the perceived school support and job satisfaction.
引文
[1]张丽敏.教师使命的内涵及特征探讨[J].教师教育研究,2012,24(6):9-14.
[2]于春杰.职业使命对离职倾向和员工敬业度的影响机制研究[D].北京:中国地质大学,2014:11.
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[4]LOBENE E V,MEADE A W. The effects of career calling and perceived over qualification on work outcomes for primary and secondary school teachers[J]. Journal of Career Development,2013,40(6):508-530.
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[6]DUFFY R D,DIK B J,STEGER M F. Calling and workrelated outcomes:Career commitment as a mediator[J].Journal of Vocational Behavior,2011,78(2):210-218.
[7]裴宇晶,赵曙明.知识型员工职业召唤、职业承诺与工作态度关系研究[J].管理科学,2015,28(2):103-114.
[8]TREADGOLD R. Transcendent vocations:Their relationship to stress,depression,and clarity of self-concept[J].Journal of Humanistic Psychology,1999,39(1):81-105.
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[11]EISENBERGER R,HUNTINGTON R,HUTCHISON S.Perceived organizational support[J]. Journal of Applied Psychology,1986,71(2):500-507.
[12]BOBBIO A,BELLAN M,MANGANELLI A M. Empowering leadership,perceived organizational support,trust,and job burnout for nurses:A study in an Italian general hospital[J]. Health Care Manage Review,2012,37(1):77-87.
[13]李宗波,李巧灵,田艳辉.工作投入对情绪耗竭的影响机制:基于工作需求-资源模型的研究[J].软科学,2013,27(6):103-107.
[14]TIMS M,BAKKER A B,XANTHOPOULOU D. Do transformational leaders enhance their followers'daily work engagement?[J]. The Leadership Quarterly,2011,22(1):121-131.
[15]李金波,许百华,陈建明.影响员工工作投入的组织相关因素研究[J].应用心理学,2006,12(2):176-181.
[16]孙健敏,焦海涛,赵简.组织支持感对工作投入与工作家庭冲突关系的调节作用[J].应用心理学,2011,17(1):31-35.
[17]王晓旭,郝俊芳.江西省特殊教育教师职业发展主观满意度研究[J].职教论坛,2017(12):46-50.
[18]杨广学,杨福义.中国特殊教育专业发展状况调查与政策分析报告[M].上海:华东师范大学出版社,2014:99-111.
[19]刘礼兰.特殊教育教师流失的现状、成因与对策研究[J].教师教育论坛,2017,30(3):32-37.
[20]DREHER D E,HOLLOWAY A,SCHOENFELDER E.The vocation identity questionnaire:Measuring the sense of calling[J]. Research in the Social Scientific Study of Religion,2007,18(1):99-120.
[21]赵小云,薛桂英,郭成.煤炭企业员工的职业使命感、工作负荷与工作满意度的关系[J].中国心理卫生杂志,2016,30(1):64-69.
[22]EISENBERGER R,CUMMINGS J,ARMELI S. Perceived organizational support discretionary treatment,and job satisfaction[J]. Journal of Applied Psychology,1997,82(6):812-820.
[23]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[24]于松梅,朱玲会.特殊教育教师工作价值取向及其与工作满意度的关系[J].中国特殊教育,2013(4):55-59.
[25]王雁,朱楠.中国特殊教育教师发展报告2014[M].北京:北京师范大学出版社,2015:96-97.
[26]KAHN W A. Psychological conditions of personal engagement and disengagement at work[J]. The Academy of Management Journal,1990,33(4):692-724.
[27]张婕,樊耘,张旭.组织变革中的情绪唤起及其影响机制研究[J].管理评论,2016,28(3):126-138.
[28]苗仁涛,周文霞,刘丽.高绩效工作系统有助于员工建言?一个被中介的调节作用模型[J].管理评论,2015,27(7):105-115.
[29]ALBRECHT S,JOHNS,B,MOUNSTEVEN J. Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities[J].Psychology in the Schools,2009,46(46):1006-1022.
[30]施让龙,张珈祯,黄良志.员工主动性人格特质、工作热情、知觉组织支持及职涯满意的实证研究[J].管理评论,2017,29(2):114-128.
[31]杨柳,李方方.国外特殊教育教师职业倦怠的研究进展[J].中国特殊教育,2016(9):65-71.
[2]于春杰.职业使命对离职倾向和员工敬业度的影响机制研究[D].北京:中国地质大学,2014:11.
[3] HORVATH M. Predicting work outcomes from religiosity and perceived calling[J]. The Career Development Quarterly,2015,63(2):141-155.
[4]LOBENE E V,MEADE A W. The effects of career calling and perceived over qualification on work outcomes for primary and secondary school teachers[J]. Journal of Career Development,2013,40(6):508-530.
[5]GREENE A M,ROBBINS M. The cost of a calling? Clergywomen and work in the church of England[J]. Gender,Work&Organization,2015,22(4):405-420.
[6]DUFFY R D,DIK B J,STEGER M F. Calling and workrelated outcomes:Career commitment as a mediator[J].Journal of Vocational Behavior,2011,78(2):210-218.
[7]裴宇晶,赵曙明.知识型员工职业召唤、职业承诺与工作态度关系研究[J].管理科学,2015,28(2):103-114.
[8]TREADGOLD R. Transcendent vocations:Their relationship to stress,depression,and clarity of self-concept[J].Journal of Humanistic Psychology,1999,39(1):81-105.
[9]BOYD T N. The surprising impact of purpose:The effect of calling on the relationship between job demands and burnout[D]. Seattle:Seattle Pacific University,2010:37.
[10]DUFFY R D,ALLAN B A,AUTIN K L. Calling and life satisfaction:It’s not about having it,it’s about living it[J].Journal of Counseling Psychology,2013,60(1):42-52.
[11]EISENBERGER R,HUNTINGTON R,HUTCHISON S.Perceived organizational support[J]. Journal of Applied Psychology,1986,71(2):500-507.
[12]BOBBIO A,BELLAN M,MANGANELLI A M. Empowering leadership,perceived organizational support,trust,and job burnout for nurses:A study in an Italian general hospital[J]. Health Care Manage Review,2012,37(1):77-87.
[13]李宗波,李巧灵,田艳辉.工作投入对情绪耗竭的影响机制:基于工作需求-资源模型的研究[J].软科学,2013,27(6):103-107.
[14]TIMS M,BAKKER A B,XANTHOPOULOU D. Do transformational leaders enhance their followers'daily work engagement?[J]. The Leadership Quarterly,2011,22(1):121-131.
[15]李金波,许百华,陈建明.影响员工工作投入的组织相关因素研究[J].应用心理学,2006,12(2):176-181.
[16]孙健敏,焦海涛,赵简.组织支持感对工作投入与工作家庭冲突关系的调节作用[J].应用心理学,2011,17(1):31-35.
[17]王晓旭,郝俊芳.江西省特殊教育教师职业发展主观满意度研究[J].职教论坛,2017(12):46-50.
[18]杨广学,杨福义.中国特殊教育专业发展状况调查与政策分析报告[M].上海:华东师范大学出版社,2014:99-111.
[19]刘礼兰.特殊教育教师流失的现状、成因与对策研究[J].教师教育论坛,2017,30(3):32-37.
[20]DREHER D E,HOLLOWAY A,SCHOENFELDER E.The vocation identity questionnaire:Measuring the sense of calling[J]. Research in the Social Scientific Study of Religion,2007,18(1):99-120.
[21]赵小云,薛桂英,郭成.煤炭企业员工的职业使命感、工作负荷与工作满意度的关系[J].中国心理卫生杂志,2016,30(1):64-69.
[22]EISENBERGER R,CUMMINGS J,ARMELI S. Perceived organizational support discretionary treatment,and job satisfaction[J]. Journal of Applied Psychology,1997,82(6):812-820.
[23]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[24]于松梅,朱玲会.特殊教育教师工作价值取向及其与工作满意度的关系[J].中国特殊教育,2013(4):55-59.
[25]王雁,朱楠.中国特殊教育教师发展报告2014[M].北京:北京师范大学出版社,2015:96-97.
[26]KAHN W A. Psychological conditions of personal engagement and disengagement at work[J]. The Academy of Management Journal,1990,33(4):692-724.
[27]张婕,樊耘,张旭.组织变革中的情绪唤起及其影响机制研究[J].管理评论,2016,28(3):126-138.
[28]苗仁涛,周文霞,刘丽.高绩效工作系统有助于员工建言?一个被中介的调节作用模型[J].管理评论,2015,27(7):105-115.
[29]ALBRECHT S,JOHNS,B,MOUNSTEVEN J. Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities[J].Psychology in the Schools,2009,46(46):1006-1022.
[30]施让龙,张珈祯,黄良志.员工主动性人格特质、工作热情、知觉组织支持及职涯满意的实证研究[J].管理评论,2017,29(2):114-128.
[31]杨柳,李方方.国外特殊教育教师职业倦怠的研究进展[J].中国特殊教育,2016(9):65-71.