摘要
采用自尊量表(SES)、简易应对方式问卷及教师职业倦怠问卷对415名少数民族幼儿教师进行调查研究。通过依次检验法分别探讨了应对方式的两个维度(积极应对方式和消极应对方式)在自尊与教师职业倦怠及其各维度之间的中介作用。结果表明:消极应对方式在自尊与教师职业倦怠及其维度之间起部分中介作用;积极应对方式在自尊与情绪衰竭、低成就感之间起到部分中介作用。
415 kindergarten teachers from ethnic minorities are surveyed with self-esteem Scale (SES),Simple Coping Style Questionnaire and Teacher Burnout Questionnaire.This paper explores the mediating effects of two dimensions of coping style (positive coping style and negative coping style) on self-esteem and teacher burnout and their respective dimensions by sequential test.The results show that passive coping styles play a partial mediating role between self-esteem and teacher burnout and their dimensions,while active coping styles play a partial mediating role between self-esteem,emotional exhaustion and low sense of achievement.
作者
何向琴
陆超祥
HE Xiang-qin;LU Chao-xiang(School of Education Science,Guizhou Normal University,Guiyang,Guizhou,550001;Guizhou Suiyang County Secondary Vocational School,Zunyi,Guizhou,563300)
出处
《贵州师范学院学报》
2018年第9期38-43,共6页
Journal of Guizhou Education University
关键词
少数民族幼儿教师
自尊
应对方式
教师职业倦怠
中介效应
minority preschool teachers
self-esteem
coping style
teachers' career burnout
mediating effort
