摘要
本研究采用职业倦怠量表、角色压力量表以及韧性量表，对170名幼儿园教师进行调查，以探讨幼儿园教师角色压力对其职业倦怠的影响，以及韧性在其中起到的调节作用。结果显示：（1）幼儿园教师存在轻度职业倦怠。（2）角色模糊、角色冲突及角色过载与职业倦怠的各维度存在显著正相关，韧性与个人成就感低落存在显著负相关。（3）角色模糊对个人成就感低落、情绪衰竭具有显著预测作用，角色冲突、角色过载对去人性化具有显著预测作用。（4）韧性在角色过载与个人成就感低落之间起到了调节作用。根据研究结果，研究者从减少角色压力源、调节职业心理压力及提高心理韧性三方面提出了减缓幼儿园教师职业倦怠的相关对策及建议。
To examine the relationship between job burnout, role stress and resilience among kindergarten teachers, 170 kindergarten teachers were measured by Maslach Burnout Inventory （MBI）, Role Stress Scale and Ego-resiliency Scale. Results showed that kindergarten teachers had slight job burnout and it was related to the role stress and resilience; dimensions of job burnout had a significant positive correlation with role ambiguity, role conflict and role overload while there was a significant negative correlation between resilience and diminished personal accomplishment; diminished personal accomplishment and emotional exhaustion was predicted by role ambiguity while depersonalization was predicted by role conflict and role overload; resilience moderated the association between role overload and diminished personal accomplishment. Based on the results, the authors put forward some suggestions for reducing kindergarten teachers＇ job burnout from three perspectives： reducing resources of role stress, adjusting job burnout, and enhancing teachers＇ resilience.
出处
《幼儿教育（教育科学）》
2013年第9期26-30,共5页
Early Childhood Education(Educational Sciences)
基金
教育部人文社会科学研究基金项目“教师情绪劳动的结构、影响与应用”的研究成果之一,项目批准号11YJA880124
关键词
幼儿园教师
职业倦怠
角色压力
韧性
kindergarten teachers
job burnout
role stress
resilience
