【摘要】：近年來西方心理學(xué)界已開始探討程序公正與工作壓力之間關(guān)系,并已有部分實證研究,國內(nèi)目前尚無對于兩者之間的關(guān)系研究。通過對中學(xué)教師程序公正現(xiàn)狀進(jìn)行分析討論,豐富了關(guān)于中學(xué)教師程序公正相關(guān)領(lǐng)域的研究,通過分析中學(xué)教師程序公正、工作疏離感與工作壓力之間的關(guān)系,將工作疏離感作為程序公正與工作壓力之間的中介變量擴(kuò)寬了相關(guān)領(lǐng)域的研究范圍。通過使用中學(xué)教師程序公正量表、中學(xué)教師工作疏離感量表與中學(xué)教師工作壓力量表對曲阜師范大學(xué)附屬中學(xué)與曲阜市第一中學(xué)的380名中學(xué)教師進(jìn)行調(diào)查研究。經(jīng)過實地走訪調(diào)查,征得有關(guān)領(lǐng)導(dǎo)同意之后對一線中學(xué)教師進(jìn)行訪談,得出中學(xué)教師工作壓力的因素,在此基礎(chǔ)上改編中學(xué)教師工作壓力量表,并驗證中學(xué)教師程序公正量表、工作疏離感量表與改編后的工作壓力量表的信度。共發(fā)放問卷380份,收回有效問卷332份,有效率87.36%。采用SPSS20.0對最終的有效數(shù)據(jù)進(jìn)行統(tǒng)計分析。通過SPSS20.0對相關(guān)數(shù)據(jù)運用采用描述統(tǒng)計分析、獨立樣本T檢驗與單因素方差分析法對中學(xué)教師程序公正、工作疏離感與工作壓力進(jìn)行人口學(xué)統(tǒng)計變量的分析,在此基礎(chǔ)上采用皮爾遜積差相關(guān)對中學(xué)教師程序公正、工作疏離感與工作壓力進(jìn)行相關(guān)分析,采用線性回歸分析對中學(xué)教師程序公正、工作疏離感與工作壓力進(jìn)行回歸分析并驗證中介效應(yīng)。并對以下假設(shè)進(jìn)行驗證:中學(xué)教師程序公正與工作壓力之間是否存在相關(guān)關(guān)系;工作疏離感與工作壓力之間是否存在相關(guān)關(guān)系以及在中學(xué)教師程序公正與工作壓力的關(guān)系中工作疏離感是否起到中介作用。本研究主要得出以下結(jié)論:(1)中學(xué)教師程序公正水平整體處于中等偏上水平,性別、年齡、最高學(xué)歷之間差異不顯著,在教齡上存在差異。(2)中學(xué)教師工作疏離感水平除無規(guī)范感外整體處于中等偏下水平,年齡、最高學(xué)歷之間差異不顯著,在性別上存在顯著差異。(3)中學(xué)教師工作壓力水平處于中等水平,在性別、年齡、教齡上差別不顯著,在最高學(xué)歷上存在顯著差異。(4)程序公正、工作疏離感對中學(xué)教師的工作壓力均有顯著的預(yù)測作用;其中程序公正為負(fù)向,工作疏離感為正向。(5)中學(xué)教師工作疏離感在程序公正與工作壓力兩者之間中介作用顯著,工作疏離感在程序公正與工作壓力間起部分中介作用。
[Abstract]:In recent years, the western psychological circles have begun to explore the relationship between procedural justice and work stress, and there have been some empirical studies, but there is no research on the relationship between the two in China. Through the analysis and discussion of the present situation of middle school teachers' procedural justice, this paper enriches the research on the related fields of middle school teachers' procedural justice, and analyzes the relationship between middle school teachers' procedural justice, work alienation and work pressure. The sense of job alienation as an intermediary variable between procedural justice and work stress broadens the scope of research in related fields. By using the middle school teacher procedure justice scale, the middle school teacher work alienation scale and the middle school teacher work stress scale, 380 middle school teachers in the affiliated middle school of Qufu normal University and Qufu No. 1 Middle School were investigated. After field visit and investigation, with the consent of the relevant leaders, the first-line middle school teachers are interviewed, and the factors of middle school teachers' work stress are obtained. on this basis, the middle school teachers' work stress scale is adapted, and the middle school teachers' procedural justice scale is verified. Reliability of job alienation scale and adapted work stress scale. A total of 380 questionnaires were sent out, 332 valid questionnaires were collected, the effective rate was 87.36%. SPSS20.0 is used to analyze the final effective data. Through SPSS20.0, descriptive statistical analysis, independent sample T test and single factor variance analysis were used to analyze the demographic statistical variables of middle school teachers' procedural justice, job alienation and work stress. On this basis, Pearson product difference correlation is used to analyze the procedural justice, job alienation and work pressure of middle school teachers, and linear regression analysis is used to analyze the procedural justice of middle school teachers. The regression analysis between job alienation and work stress was carried out and the intermediary effect was verified. The following assumptions are verified: whether there is a correlation between middle school teachers' procedural justice and work stress; Whether there is a correlation between job alienation and work stress and whether work alienation plays an intermediary role in the relationship between middle school teachers' procedural justice and work stress. The main conclusions of this study are as follows: (1) the overall level of procedural justice of middle school teachers is in the upper and middle levels, and there is no significant difference in gender, age and highest academic qualifications. There are differences in teaching age. (2) the level of work alienation of middle school teachers is in the lower middle level except for the unstandardized feeling, and there is no significant difference between age and highest academic background. There are significant differences in gender. (3) the level of work stress of middle school teachers is at the middle level, there is no significant difference in sex, age, teaching age, and there is significant difference in the highest academic background. (4) procedural justice, The sense of job alienation has a significant predictive effect on the work pressure of middle school teachers. Among them, procedural justice is negative and work alienation is positive. (5) Middle school teachers' sense of work alienation plays a significant intermediary role between procedural justice and work pressure, and work alienation plays a partial intermediary role between procedural justice and work stress.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G443

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相關(guān)期刊論文 前1條

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本文編號：2481939