| 徐青.幼儿教师职业认同感对职业倦怠的影响机制研究——教学效能感的中介作用[J].陕西学前师范学院学报,2021,37(3):54-59 |
| 幼儿教师职业认同感对职业倦怠的影响机制研究——教学效能感的中介作用 |
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| 投稿时间：2020-01-10 |
| DOI：10.11995/j.issn.2095-770X.2021.03.008 |
| 中文关键词: 幼儿教师 职业认同 教学效能感 职业倦怠 中介效应 |
| 英文关键词: preschool teachers professional identity teaching efficacy job burnout mediating effect |
| 基金项目: |
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| 中文摘要: |
| 以《教师职业认同量表》《幼儿教师教学效能感问卷》和《教师职业倦怠量表》（MBI-ES量表）为研究工具，对潮州市142名幼儿教师进行调查研究，探讨了潮州市幼儿教师职业认同、教学效能感及其职业倦怠感的现状以及三者之间的相互关系，揭示了幼儿教师的职业认同感对其职业倦怠感的影响机制，以及教学效能感在二者关系中的中介作用。研究结果表明：（1）幼儿教师的职业认同感与职业倦怠感显著负相关，职业认同感与教学效能感显著正相关，教学效能感与职业倦怠感显著负相关；（2）教学效能感和职业认同感能负向预测幼儿教师的职业倦怠水平；（3）教学效能感作为中介变量在幼儿教师职业认同和职业倦怠之间存在部分中介作用。 |
| 英文摘要: |
| By using“Teacher Professional Identity Scale”,“Preschool Teachers’Teaching Efficacy Questionnaire”and MBI-ES Scale, a survey of 142 preschool teachers in Chaozhou area was conducted to explore the relationship among preschool teachers’professional identity, teaching efficacy and job burnout, revealing the influence mechanism of preschool teachers’professional identity on job burnout and the mediating role of teaching efficacy in between. The results show that: （1） There is a significant negative correlation between preschool teachers’professional identity and job burnout, there is a significant positive correlation between professional identity and teaching efficacy, and a significant negative correlation lies between teaching efficacy and job burnout; （2） Teaching efficacy and professional identity have significant negative predictive effects on job burnout; （3） Teaching efficacy as a mediating variable has a partial mediating effect on the relationship between professional identity and job burnout. |
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