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在工作要求—资源(JD-R)理论模型的基础上,研究提出了三维度JD-R拓展模型,分析了来源于工作本身、师生关系以及教师个体三个维度上的教师要求和教师资源因素对上海初中教师工作满意度的影响,并基于2018年"教学与学习国际调查"(TALIS)上海抽样数据,构建了二阶结构方程模型和层次回归模型。结果表明:第一,在控制了人口学变量后,工作本身要求、师生关系要求、个体要求均对教师工作满意度有显著负向影响,其中个体要求的负向影响程度最大。第二,师生关系资源、个体资源对教师工作满意度有显著正向影响,且师生关系资源的正向影响程度较大,而工作本身资源的影响不显著。第三,工作本身要求、个体要求对工作满意度的影响分别受到工作本身资源、个体资源的负向调节作用,这是由于工作反馈在一定程度转化为考评压力,高工作负荷抑制了效能感的积极作用。
Abstract：Based on the JD-R model, the study analyzes the impact of the demands and resources from the three dimensions of job itself, teacher-student relationship and individuals on the job satisfaction of junior high school teachers in Shanghai by proposing a three-dimensional JD-R expansion model. The study establishes a two-order structural equation model and a sequential multiple regression model for the empirical analysis. The results show that: first, after controlling demographic variables, job-itself demand, teacher-student relationship demand, and individual demand all have significant negative impact on teacher job satisfaction, and individual demand has the greatest negative impact; second, teacher-student relationship resources and individual resources have a significant positive impact on teacher job satisfaction, and the positive impact of teacher-student relationship resources is greater, while the impact of job itself resources is not significant; third, the impact of job-itself demand and individual demand on job satisfaction is respectively negatively moderated by job-itself resources and individual resources due to the fact that feedback is transformed into evaluation pressure to some degree, and high workload inhibits the positive role of self-efficacy.
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(1)课堂教学观察:上海95.4% VS OECD均值79.8%;学生校内表现:上海91.9% VS OECD均值69.7%;教师工作的自我评估:上海90.7% VS OECD均值43.5%;有关教师教学的学生调查:上海86.5% VS OECD均值49.3%;教师内容知识评估:上海82.3% VS OECD均值50.5%;校外统一考试中学生成绩:上海70.34% VS OECD均值64.1%。参见:http://dx.doi.org/10.1787/888934084323。
基本信息:
中图分类号:G635.1
引用信息:
[1]魏晓宇,钱晓敏,苏娜.上海初中教师工作满意度影响因素研究[J].全球教育展望,2021,50(09):92-107.
基金信息:
国家社会科学基金“十三五”规划2020年度教育学一般课题“中学生责任伦理教育内容建构及实施途径研究”(项目编号：BEA200114)的研究成果
2021-09-10
2021-09-10