【摘要】：為了探討教師自主與教師心理健康之間的關(guān)系,以及領(lǐng)悟社會(huì)支持對(duì)這一關(guān)系的影響,采用教師自主問卷、領(lǐng)悟社會(huì)支持量表和SCL-90量表對(duì)1 251名中小學(xué)教師進(jìn)行調(diào)查.結(jié)果表明:(1)中小學(xué)教師自主總體發(fā)展水平較高,但各維度發(fā)展不均衡;中小學(xué)教師領(lǐng)悟社會(huì)支持水平較高,在性別和學(xué)段上的差異具有統(tǒng)計(jì)學(xué)意義;中小學(xué)教師心理健康總分顯著高于全國(guó)常模,其心理健康狀況不容樂觀.(2)教師自主能正向預(yù)測(cè)其心理健康水平,即自主水平越高,其心理健康狀況越好;(3)領(lǐng)悟社會(huì)支持在教師自主與心理健康之間起調(diào)節(jié)作用,隨著領(lǐng)悟社會(huì)支持水平的提高,低自主對(duì)教師心理健康的影響逐漸減弱.
[Abstract]:In order to explore the relationship between teacher autonomy and teachers' mental health, and to understand the influence of social support on this relationship, 1 251 primary and middle school teachers were investigated with teacher autonomy questionnaire, perceived social support scale and SCL-90 scale. The results show that: (1) the overall development level of teachers' autonomy in primary and secondary schools is relatively high, but the development of each dimension is not balanced, the level of social support for teachers in primary and secondary schools is higher, and the differences in gender and learning segment are statistically significant. The total score of mental health of primary and middle school teachers is significantly higher than that of the national norm, and its mental health status is not optimistic. (2) teacher autonomy can positively predict their mental health level, that is, the higher the autonomy level, the better their mental health status; (3) perceived social support plays a regulating role between teachers' autonomy and mental health. With the improvement of perceived social support, the influence of low autonomy on teachers' mental health is gradually weakened.
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本文編號(hào)：2307580