摘要
目的:为了解教师工作倦怠水平的现状,考察社会支持在教师人格特征与工作倦怠中的中介作用。方法:采用中式工作倦怠量表、简式艾森克人格问卷和社会支持问卷对350名教师进行测试。结果(1)教师轻度工作倦怠的检出率为38.6%,中度工作倦怠的检出率为19.7%,高度工作倦怠的检出率为4.3%;(2)内外向对于耗竭、人格解体和成就感降低具有显著的预测作用,神经质对于耗竭具有显著的预测作用,精神质对于人格解体具有显著的预测作用;(3)客观支持能够部分中介内外向、精神质和人格解体的关系,主观支持能够部分中介内外向和成就感降低的关系。结论:教师的工作倦怠问题比较严重,人格特征是影响教师工作倦怠的重要因素,社会支持可以部分中介人格特征对于工作倦怠的影响。
The paper is designed to explore the coordination role of social support in teachers＇personality and job burnout by surveying 350 teachers with Chinese Maslach Burnout Inventory, Eysenck Personality Questionnaire and Social Support Rating Scale. The results display that： （1） the proportion of slight burnout is 38.6% , that of moderate burnout 19.7%, and that of high burnout 4.3% ; （2） Teachers′ introversion - extraversion, neuroticism, and psychoticism help predict exhaustion, depersonalization, reduced sense of accomplishment ; （3） objective support can partly coordinate the relationship between introversion- extraversion, psychoticism and depersonalization while subjective support can partly coordinate the relationship between introversion - extraversion, and reduced sense of accomplishment. It concludes that social support can alleviate teachers popular job burnout, which is substantially affected by personality.
出处
《宁波大学学报（教育科学版）》
2007年第5期3-6,共4页
Journal of Ningbo University(Educational Science Edition)
基金
河南省教育厅人文社会科学项目(2005-JH-037)
