本文選題：工作倦怠　切入點(diǎn)：影響因素　出處：《上海師范大學(xué)》2005年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：教師工作倦怠是近幾年國(guó)內(nèi)心理學(xué)界研究的一個(gè)熱點(diǎn)問(wèn)題。由于它不僅會(huì)影響教學(xué)工作狀況、學(xué)生發(fā)展,還會(huì)影響教師本人的身心健康、生活質(zhì)量,所以日益引起人們的關(guān)注,并導(dǎo)致眾多研究,獲得不少成果。然而,無(wú)論是國(guó)內(nèi)還是國(guó)外的研究,出現(xiàn)了理論和實(shí)證研究不協(xié)調(diào)的趨向:有的思辯性雖強(qiáng)但失之于實(shí)證性的支持不足,有的實(shí)證性雖強(qiáng)但失之于理論性的依據(jù)不足。鑒此,本研究試圖從理論研究和實(shí)證研究相結(jié)合的角度出發(fā),深入探索教師工作倦怠問(wèn)題,并著重在以下兩方面問(wèn)題的解決中體現(xiàn)本研究的特色和價(jià)值: 1) 以往對(duì)工作倦怠影響因素的研究上僅停留在預(yù)先設(shè)定的幾個(gè)有限的影響因素上:或僅停留在工作特征這一因素上,或僅關(guān)注環(huán)境因素,或側(cè)重于個(gè)體特征因素,缺少綜合性。本研究則通過(guò)運(yùn)用開(kāi)放式問(wèn)卷、文獻(xiàn)查閱等途徑收集有關(guān)中學(xué)教師工作倦怠影響因素的各種信息,編制相應(yīng)問(wèn)卷,以便能從各種主客觀(guān)因素綜合上來(lái)研究這一問(wèn)題。 2) 以往研究多集中在有關(guān)因素對(duì)工作倦怠直接作用的強(qiáng)度上,而忽視間接作用,且都假設(shè)有關(guān)因素對(duì)工作倦怠作用是一種平行關(guān)系,未考慮可能存在著的其它關(guān)系。與此相應(yīng),所用的統(tǒng)計(jì)方法也大多是因子分析、回歸分析等,無(wú)法同時(shí)處理多個(gè)變量之間的關(guān)系。本研究則在總結(jié)以往研究成果的基礎(chǔ)上,先提出了一個(gè)中學(xué)教師工作倦怠與其影響因素關(guān)系的假設(shè)模型,然后對(duì)上海市若干中學(xué)的教師分層隨機(jī)抽樣收集觀(guān)測(cè)數(shù)據(jù),運(yùn)用結(jié)構(gòu)方程模型來(lái)驗(yàn)證假設(shè)模型的合理性,以明確各個(gè)因素對(duì)工作倦怠的影響強(qiáng)度和方式,為教師工作倦怠這一現(xiàn)象的預(yù)防提供一個(gè)指導(dǎo)實(shí)踐的可操作性的理論依據(jù)。研究表明: 1)中學(xué)教師工作倦怠的形成是多種因素綜合作用的結(jié)果,且作用主要是通過(guò)個(gè)人的認(rèn)知評(píng)價(jià)產(chǎn)生的; 2)影響工作倦怠的四個(gè)主要因素依次為環(huán)境因素、工作特征因素、組織因素和個(gè)人因素,其影響強(qiáng)度分別為0.320、0.300、0.219、0.147; 3)各因素的影響方式不同:環(huán)境因素除直接影響外,還通過(guò)工作特征因素、組織因素和個(gè)人因素發(fā)生間接影響;工作特征因素和組織因素除直接影響外,通過(guò)個(gè)人因素發(fā)生間接影響;個(gè)人因素則直接影響工作倦怠。
[Abstract]:Teacher job burnout is a hot issue in the field of psychology in China in recent years. Because it will not only affect the situation of teaching work, the development of students, but also the teachers' physical and mental health and quality of life, it has attracted more and more people's attention. However, whether domestic or foreign, there has been a tendency of incongruity between theoretical and empirical research: some of them are strongly speculative but lack of support from empirical evidence. In view of this, this study attempts to explore the problem of teachers' job burnout from the perspective of the combination of theoretical research and empirical research. And focus on the following two aspects of the solution to reflect the characteristics and value of this study:. 1) in the past, the study of the influencing factors of job burnout only focused on a few predefined factors: either the factors of job characteristics, the environmental factors, or the factors of individual characteristics. Lack of comprehensiveness. This study collected all kinds of information about the influencing factors of middle school teachers' job burnout by means of open questionnaire and literature review, and compiled the corresponding questionnaire. In order to study this problem from various subjective and objective factors. 2) previous studies focused on the intensity of the direct effect of relevant factors on job burnout, but neglected the indirect effect, and assumed that the related factors were a parallel relationship to job burnout without considering other possible relationships. Most of the statistical methods used are factor analysis, regression analysis and so on, which can not deal with the relationship between multiple variables at the same time. In this paper, a hypothetical model of the relationship between job burnout and its influencing factors of middle school teachers is proposed, and then the stratified random sampling data of teachers in some middle schools in Shanghai are collected and the structural equation model is used to verify the rationality of the hypothetical model. In order to clarify the influence of various factors on job burnout and how to prevent the phenomenon of teacher job burnout, this paper provides an operational theoretical basis to guide the practice. 1) the formation of middle school teachers' job burnout is the result of a variety of factors, and the effect is mainly generated by personal cognitive evaluation; 2) the four main factors influencing job burnout were environment factor, job characteristic factor, organization factor and individual factor, and the influence intensity was 0.320 / 0.300 / 0.219 / 0.147; 3) the influence modes of each factor are different: besides direct influence, environmental factor is influenced indirectly by work characteristic factor, organization factor and individual factor, and work characteristic factor and organization factor except direct influence, Personal factors affect job burnout directly.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類(lèi)號(hào)】：G443

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

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相關(guān)碩士學(xué)位論文 前10條

1 陳鳳娟;工讀學(xué)校師生關(guān)系現(xiàn)狀調(diào)查及對(duì)策建議[D];上海師范大學(xué);2011年

2 孫江敏;中等職業(yè)學(xué)校教師職業(yè)倦怠的研究[D];延邊大學(xué);2011年

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