幼儿教师角色失调、职业承诺、工作满意度关系研究
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摘要
教师工作满意度是关乎教师、学生和教育质量的重要问题，也是教师职业发展中客观存在的现实问题，是教师教育的重要研究内容。工作满意度的高低直接影响着教师教学工作的态度、积极性和品质。由于教师职业是角色失调的一种典型情境，角色失调对工作满意度有重要的影响，而职业承诺与工作满意度关系密切，因此，本研究以前人研究为基础，立足于本土文化，采用描述性统计、多因素方差分析和结构方程模型等统计方法，对山西省幼儿教师角色失调、职业承诺与工作满意度的现状及其相互关系进行研究，探讨角色失调对工作满意度的影响及职业承诺在其中的调节作用机制，提出从缓解角色失调、提高职业承诺的途径增进幼儿教师工作满意度的具体建议。研究结果如下
(1)山西省幼儿教师普遍具有角色失调体验，其中对角色模糊的体验要高于对角色冲突的体验。在角色模糊上，不同文化程度与幼儿园类别具有交互作用。
(2)幼儿教师的职业承诺整体水平不高，其中继续承诺最高，情感承诺、规范承诺水平较低。在职业承诺上，不同工作年限、文化程度和幼儿园类别具有显著交互作用；不同文化程度、幼儿园类别和所带年级三者具有显著交互作用。
(3)幼儿教师对自己的工作总体上满意程度较低，其中，教师工作满意度在校长管理维度上表现得较高，在报酬维度上表现得相对较低。在工作满意度上，不同工作年限和文化程度具有交互作用；不同幼儿园类别与所带年级交互作用显著；不同工作年限、文化程度和幼儿园类别具有交互作用；不同工作年限、幼儿园类别与所带年级交互作用显著。
(4)幼儿教师角色失调与工作满意度存在显著负相关。角色模糊与工作满意度的五个维度之间的相关程度都高于角色冲突。即角色失调特别是角色模糊会导致幼儿教师产生低的工作满意度。
(5)职业承诺与工作满意度存在显著的正相关，其中工作满意度与情感承诺、规范承诺显著正相关，而与继续承诺显著负相关。即职业承诺高特别是情感承诺、规范承诺高的人比低的人更有可能对工作表示满意。
(6)角色失调与职业承诺之间显著负相关，其中角色失调与情感承诺、规范承诺呈显著负相关，而与继续承诺呈显著正相关。角色模糊和职业承诺共同决定了工作满意度的高低，二者的交互作用显著并且可以预测工作满意度。
(7)职业承诺作为教师角色失调和工作满意度之间的心理中介变量，具有调节作用。职业承诺可以缓冲角色失调给幼儿教师带来的负面影响，并且增加工作满意度。
Job satisfaction is an important question of teachers, students and education's qulity, and also an realistic question in teacher's occupational development. Job satisfaction is an important study in teacher education. Level of job satisfaction can affect teaching attitude and also affect the quality of teaching. Because of role maladjustment is a typical case in teacher's occupation, and can affect job satisfaction importantly, and occupation commitment also has a close relationship with job satisfaction. So this study based on the domestic and foreign relative study, stand on the native culture to analysis. Descriptive, Multivariate and Structural Equation Modeling Test were used in date analysis. The purpose of this study is to investigate Kindergarten teacher's role maladjustment, occupation commitment and job satisfaction as well as the relationship among this three factors in Shanxi Province , discuss how Kindergarten teacher's role maladjustment affect job satisfaction and how occupation commitment adjust them. Put forward a proposal in further facilitating job satisfaction for Kindergarten teacher from relieving the role maladjustment and improving the occupation commitment. The result showed that:
(1) Kindergarten teacher's role maladjustment was existed generally in Shanxi Province, and role ambiguity was seriouser than role conflict . Different education level and the types of the school were alternant on role ambiguity.
(2) The overall of Kindergarten teacher's occupation commitment level was low, and continuance commitment was higher than affective commitment, normative commitment. Different years of teaching experience, education level and the types of the school were alternant on occupation commitment; Different education level , the types of the school and the classes the teacher responsible for were alternant on occupation commitment.
(3) The overall of Kindergarten teachers' job satisfaction level was satisfying. Satisfaction in the administration was relatively higher than that in salary welfare. Different years of teaching experience and education level were alternant on job satisfaction; Different the types of the school and the classes the teacher responsible for were alternant on job satisfaction; Different years of teaching experience, education level and the types of the school were alternant on job satisfaction.
(4)The negative relationship was existed between role maladjustment and job satisfaction. Role ambiguity had higher negative relationship than role conflict with job satisfaction' five aspects.
(5)The positive relationship was existed between occupation commitment and job satisfaction , particularly existed among affective commitment, normative commitment and job satisfaction, and the negative relationship was existed between continuance commitment and job satisfaction, namely, the higher occupation commitment' level, especially affective commitment and normative commitmen'level, the higher job satisfaction'level.
(6) The negative relationship was existed between role maladjustment and occupation commitment, and particularly existed among affective commitment, normative commitment and role maladjustment, and the positive relationship was existed between continuance commitment and role maladjustment. Role ambiguity and occupation commitment decided the job satisfaction's high or low, they were alternant prominently and acted a very important variant to job satisfaction.
(7) Occupation commitment acted as a psychology medium variable between role maladjustment and job satisfaction, had an adjustive action. Occupation commitment could relieve the negative affection because of the role maladjustment, and increase the job satisfaction.
(1)山西省幼儿教师普遍具有角色失调体验，其中对角色模糊的体验要高于对角色冲突的体验。在角色模糊上，不同文化程度与幼儿园类别具有交互作用。
(2)幼儿教师的职业承诺整体水平不高，其中继续承诺最高，情感承诺、规范承诺水平较低。在职业承诺上，不同工作年限、文化程度和幼儿园类别具有显著交互作用；不同文化程度、幼儿园类别和所带年级三者具有显著交互作用。
(3)幼儿教师对自己的工作总体上满意程度较低，其中，教师工作满意度在校长管理维度上表现得较高，在报酬维度上表现得相对较低。在工作满意度上，不同工作年限和文化程度具有交互作用；不同幼儿园类别与所带年级交互作用显著；不同工作年限、文化程度和幼儿园类别具有交互作用；不同工作年限、幼儿园类别与所带年级交互作用显著。
(4)幼儿教师角色失调与工作满意度存在显著负相关。角色模糊与工作满意度的五个维度之间的相关程度都高于角色冲突。即角色失调特别是角色模糊会导致幼儿教师产生低的工作满意度。
(5)职业承诺与工作满意度存在显著的正相关，其中工作满意度与情感承诺、规范承诺显著正相关，而与继续承诺显著负相关。即职业承诺高特别是情感承诺、规范承诺高的人比低的人更有可能对工作表示满意。
(6)角色失调与职业承诺之间显著负相关，其中角色失调与情感承诺、规范承诺呈显著负相关，而与继续承诺呈显著正相关。角色模糊和职业承诺共同决定了工作满意度的高低，二者的交互作用显著并且可以预测工作满意度。
(7)职业承诺作为教师角色失调和工作满意度之间的心理中介变量，具有调节作用。职业承诺可以缓冲角色失调给幼儿教师带来的负面影响，并且增加工作满意度。
Job satisfaction is an important question of teachers, students and education's qulity, and also an realistic question in teacher's occupational development. Job satisfaction is an important study in teacher education. Level of job satisfaction can affect teaching attitude and also affect the quality of teaching. Because of role maladjustment is a typical case in teacher's occupation, and can affect job satisfaction importantly, and occupation commitment also has a close relationship with job satisfaction. So this study based on the domestic and foreign relative study, stand on the native culture to analysis. Descriptive, Multivariate and Structural Equation Modeling Test were used in date analysis. The purpose of this study is to investigate Kindergarten teacher's role maladjustment, occupation commitment and job satisfaction as well as the relationship among this three factors in Shanxi Province , discuss how Kindergarten teacher's role maladjustment affect job satisfaction and how occupation commitment adjust them. Put forward a proposal in further facilitating job satisfaction for Kindergarten teacher from relieving the role maladjustment and improving the occupation commitment. The result showed that:
(1) Kindergarten teacher's role maladjustment was existed generally in Shanxi Province, and role ambiguity was seriouser than role conflict . Different education level and the types of the school were alternant on role ambiguity.
(2) The overall of Kindergarten teacher's occupation commitment level was low, and continuance commitment was higher than affective commitment, normative commitment. Different years of teaching experience, education level and the types of the school were alternant on occupation commitment; Different education level , the types of the school and the classes the teacher responsible for were alternant on occupation commitment.
(3) The overall of Kindergarten teachers' job satisfaction level was satisfying. Satisfaction in the administration was relatively higher than that in salary welfare. Different years of teaching experience and education level were alternant on job satisfaction; Different the types of the school and the classes the teacher responsible for were alternant on job satisfaction; Different years of teaching experience, education level and the types of the school were alternant on job satisfaction.
(4)The negative relationship was existed between role maladjustment and job satisfaction. Role ambiguity had higher negative relationship than role conflict with job satisfaction' five aspects.
(5)The positive relationship was existed between occupation commitment and job satisfaction , particularly existed among affective commitment, normative commitment and job satisfaction, and the negative relationship was existed between continuance commitment and job satisfaction, namely, the higher occupation commitment' level, especially affective commitment and normative commitmen'level, the higher job satisfaction'level.
(6) The negative relationship was existed between role maladjustment and occupation commitment, and particularly existed among affective commitment, normative commitment and role maladjustment, and the positive relationship was existed between continuance commitment and role maladjustment. Role ambiguity and occupation commitment decided the job satisfaction's high or low, they were alternant prominently and acted a very important variant to job satisfaction.
(7) Occupation commitment acted as a psychology medium variable between role maladjustment and job satisfaction, had an adjustive action. Occupation commitment could relieve the negative affection because of the role maladjustment, and increase the job satisfaction.
引文
① 周晓虹．《现代社会心理学史》[M]．中国人民大学出版社，1994年6月第二版，275
① Kahn R L, Wolfe D M, Quinn R P, et al. Organizational stress: Studies in role conflict and ambiguity. 1964. New York: Willey
① 熊哲琰，《社会转型期价值观念的嬗变及导控》[J]，社会主义研究，1996，1，52
[1] 刘玉新 张建卫 张建设．《论组织角色失调与应对策略》[J]．华北电力大学学报(社会科学版)，2000，1，26-29
[2] 周晓虹．《现代社会心理学史》[M]．中国人民大学出版社，1994年6月第二版，275
[3] Kahn and Byosiere, Stress in Organizations [A], In Marvin D Kunnette and Leaetta M Hough (Ed.) ,Handbook of Industrial and Organizational Psychology[C].(vol.3) 1, Consulting Psychologists Press, PaloAltol California
[4] 周晓虹．《现代社会心理学》[M]．巨海人民出版社，1997，167
[5] 张虹．《体育教师角色失调与调适》[J]．四川体育科学，2003，4，32-36
[6] 周玉．《转型期女性犯罪的社会学分析——试析角色失调对女性犯罪的影响》[J]．福建省社会主义学院学报，2003，4，23-25
[7] 熊哲琰．《社会转型期价值观念的嬗变及导控》[J]．社会主义研究，1996，1，47-52
[8] Kahn.R L, Wolfe D M, Quinn R P, et al. Organizational stress: Studies in role conflict and ambiguity. 1964. New York: Willey
[9] 马剑虹，张廷文，角色认知、控制感及工作压力的关系分析[J]．人类功效学，1999，4，15-69
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[12] 林瑞钦．师范生任教职志之理论与实践研究．国立台湾师范大学教育研究所博士论文，1989
[13] 李慧莺，李选．护理专业承诺与生涯发展之文献探讨[J]．慈济护理杂志，2002，1(2)：7-11
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[16] BIau G J. The measurement and prediction of career commitment [J].Journal of occupational and Organization Psychology, 1985,58
[17] Lee, K., Carswell, J. J., &Allen, N. J. A meta-analytic review of occupational commitment: Relations with person- and work-related variables. Journal of Applied Psychology, 2000, 85
[18] 陈伟伟，朱华燕．高校青年教师职业承诺的研究[J]．浙江教育学院学报，2003，(9)：5-11
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① Kahn R L, Wolfe D M, Quinn R P, et al. Organizational stress: Studies in role conflict and ambiguity. 1964. New York: Willey
① 熊哲琰，《社会转型期价值观念的嬗变及导控》[J]，社会主义研究，1996，1，52
[1] 刘玉新 张建卫 张建设．《论组织角色失调与应对策略》[J]．华北电力大学学报(社会科学版)，2000，1，26-29
[2] 周晓虹．《现代社会心理学史》[M]．中国人民大学出版社，1994年6月第二版，275
[3] Kahn and Byosiere, Stress in Organizations [A], In Marvin D Kunnette and Leaetta M Hough (Ed.) ,Handbook of Industrial and Organizational Psychology[C].(vol.3) 1, Consulting Psychologists Press, PaloAltol California
[4] 周晓虹．《现代社会心理学》[M]．巨海人民出版社，1997，167
[5] 张虹．《体育教师角色失调与调适》[J]．四川体育科学，2003，4，32-36
[6] 周玉．《转型期女性犯罪的社会学分析——试析角色失调对女性犯罪的影响》[J]．福建省社会主义学院学报，2003，4，23-25
[7] 熊哲琰．《社会转型期价值观念的嬗变及导控》[J]．社会主义研究，1996，1，47-52
[8] Kahn.R L, Wolfe D M, Quinn R P, et al. Organizational stress: Studies in role conflict and ambiguity. 1964. New York: Willey
[9] 马剑虹，张廷文，角色认知、控制感及工作压力的关系分析[J]．人类功效学，1999，4，15-69
[10] Rosenholtz, S. J. Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School. Journal, 1989,89
[11] 启臻．职业指导理论与方法[M]．北京：人民教育出版社，1996：106-108
[12] 林瑞钦．师范生任教职志之理论与实践研究．国立台湾师范大学教育研究所博士论文，1989
[13] 李慧莺，李选．护理专业承诺与生涯发展之文献探讨[J]．慈济护理杂志，2002，1(2)：7-11
[14] Kanter. R. M. Commitment and social organization: A study of commitment mechanisms in utopian communities. In D. Field. (Ed.), Social psychology for sociologists. London: Thomas Nelson and Sons, 1974
[15] Billingsley, Bonnie S. Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educatorse Journal of Special Education, Winter92, Vol. 25 Issue 4, p453, 19p, 6 charts
[16] BIau G J. The measurement and prediction of career commitment [J].Journal of occupational and Organization Psychology, 1985,58
[17] Lee, K., Carswell, J. J., &Allen, N. J. A meta-analytic review of occupational commitment: Relations with person- and work-related variables. Journal of Applied Psychology, 2000, 85
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