| 申燕.幼儿教师职业幸福感的影响因素及提升策略[J].陕西学前师范学院学报,2016,32(7):96-99 |
| 幼儿教师职业幸福感的影响因素及提升策略 |
| Influential Factors and Promotion Strategies to Preschool Teachers’ Vocational Happiness |
| 投稿时间：2015-08-26 修订日期：2016-06-14 |
| DOI：10.11995/j.issn.2095-770X.2016.07.024 |
| 中文关键词: 幼儿教师 职业幸福感 影响因素 提升策略 |
| 英文关键词: Preschool teacher influential factors of vocational happiness strategies |
| 基金项目: |
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| 中文摘要: |
| 幼儿教师职业幸福感对教师工作态度、工作投入、工作绩效，以及幼儿的发展都有重要影响。从工作特征来看，过高的工作要求降低了幼儿教师的职业幸福感；充足的工作资源会提高幼儿教师的职业幸福感，并且在高工作要求和职业幸福感之间起调节作用。从个体特征来看，幼儿教师职业幸福感存在性别、职称差异；人格特质、依恋类型、职业认同以及应付方式等心理特征可以显著预测幼儿教师的职业幸福感；减轻工作压力，丰富工作资源，塑造积极人格，增强职业认同，加强团队合作可以有效提升幼儿教师职业幸福感。 |
| 英文摘要: |
| Preschool teachers’ vocational happiness exerts great influence on their attitude, devotion and performance in work. With regard of the characteristics of the profession, intensive demand is negatively correlated to teachers’ vocational happiness, whereas abundant resource, which helps balance the intensive demand and vocational happiness, is positively connected with teachers’ vocational happiness. As far as individual is concerned, one’s vocational happiness can be predicted with the consideration of one’s gender, seniority, and psychological taints including personality, attachment, career identity and coping strategies. Preschool teachers’ sense of vocational happiness will be improved by some strategies, for example, releasing their working stress, enriching working resources, helping to shape positive attitude and increasing their career identity. |
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