| 张晓梅，谢欣然.教师工作投入对0-3岁托育机构师幼互动质量影响的纵向交叉滞后分析[J].陕西学前师范学院学报,2024,40(4):67-78 |
| 教师工作投入对0-3岁托育机构师幼互动质量影响的纵向交叉滞后分析 |
| A Study on Longitudinal Cross-lagged Analysis of Teachers’ Job Involvement Effect on the Quality of Teacher-child Interaction in 0-3 year old Childcare Institutions |
| 修订日期：2024-03-08 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 04. 008 |
| 中文关键词: 0-3岁婴幼儿 托育机构 师幼互动 教师工作投入 |
| 英文关键词: 0-3 years old infants and toddlers childcare institutions teacher-child interactions teachers’ work commitment |
| 基金项目:黑龙江省哲学社会科学研究规划一般项目（21EDB072） |
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| 中文摘要: |
| 幼儿教师的工作投入程度对保教质量有着直接影响，同时也会对幼儿的健康成长产生重要影响。为探讨托育机构师幼互动质量与教师工作投入之间的关系，以东北地区H省D市和华东地区S省W市30名教师为研究对象，在秋春两季进行测查。使用经杨希本土化修订的CLASS Toddler量表和王彦峰等人基于UWES改编的教师工作投入量表，研究教师工作投入与师幼互动质量的关系。研究结果表明：1）秋春的教师工作投入与师幼互动质量呈显著正相关；2）交叉滞后分析表明，秋季的行为支持和学习支持对春季的工作投入有正向预测作用，秋季的工作投入则对春季的情感支持有正向预测作用。综合分析发现，增加教师的工作投入可以有效提高师幼互动质量，反之亦然。因此，托育机构应该为教师创造积极的情感体验，并为教师拓宽职业发展路径。同时，国家也应该深化教育政策改革，以提高教师的工作投入水平，从而提高师幼互动质量。 |
| 英文摘要: |
| The degree of work commitment of early childhood teachers has a direct impact on the quality of childcare and also has an important influence on the healthy growth of young children. In order to explore the relationship between the quality of teacher-child interaction and teachers’ work commitment in childcare institutions，30 teachers in D City，H Province，Northeast China，and W City，S Province，East China，were measured in autumn and spring. The relationship between teacher work engagement and the quality of teacher-child interactions was investigated using the CLASS Toddler Scale，which was revised by Yang Xi’s localisation，and the Teacher Work Engagement Scale，which was adapted based on the UWES by Wang Yanfeng et al. The results of the study showed that: 1） teacher work engagement was significantly and positively related to the quality of teacher-child interactions in both seasons; 2） cross-lagged analyses indicated that behavioural support and learning support positively predicted work engagement，whereas work engagement positively predicted emotional support. Comprehensive analyses revealed that increasing teachers’ work engagement could effectively improve the quality of teacher-child interactions and vice versa. Therefore，childcare providers should create positive emotional experiences for teachers and broaden career development paths for them. At the same time，the state should also deepen its education policy reforms to increase teachers’ commitment to their work，thereby improving the quality of teacher-child interactions. |
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