本文選題：工作倦怠 + 工作滿意度　； 參考：《華中科技大學(xué)》2005年碩士論文

【摘要】：工作倦怠是現(xiàn)代人的一種負(fù)面心態(tài),是影響工作績(jī)效的重要因素之一。前人對(duì)教師工作倦怠的研究樣本主要是中小學(xué)教師,對(duì)于高校教師則缺乏系統(tǒng)研究。因此,探討高校教師的工作倦怠問題,對(duì)于促進(jìn)高校人力資源的有效開發(fā)和利用,增強(qiáng)高校競(jìng)爭(zhēng)力,具有重要的理論和現(xiàn)實(shí)意義。 研究以華中科技大學(xué)教師為正式樣本,在考察了研究工具的信度和效度的基礎(chǔ)上通過方差分析探討了被試人口學(xué)變量對(duì)工作倦怠、工作滿意度與社會(huì)支持的影響; 通過相關(guān)分析分別探討了教師工作倦怠與教師工作滿意度和社會(huì)支持之間的關(guān)系; 通過分組檢驗(yàn)了社會(huì)支持的緩沖器模型; 最后,通過多元回歸對(duì)教師工作倦怠進(jìn)行了預(yù)測(cè)。研究得到如下結(jié)論: (1)教師工作倦怠結(jié)構(gòu)模型為三因素模型; 教師工作滿意度結(jié)構(gòu)模型是二階二因子模型; 社會(huì)支持結(jié)構(gòu)模型是三因素模型。 (2)21.6%的教師有明顯的工作倦怠癥狀; 34.8%的教師對(duì)于目前的工作不夠滿意,27%的教師得到的社會(huì)支持相當(dāng)有限。 (3)被試人口學(xué)變量對(duì)于教師工作倦怠、工作滿意度和社會(huì)支持有顯著影響。 (4)教師工作倦怠總分和教師工作滿意度總分之間呈負(fù)顯著相關(guān)(r=-.449,P=0.001); 教師工作倦怠總分和社會(huì)支持總分之間呈負(fù)顯著相關(guān)(r=-.518,P=0.001); 不同社會(huì)支持水平的教師,在工作倦怠和工作滿意度上差異顯著。 (5)檢驗(yàn)了社會(huì)支持的緩沖器模型。 (6)社會(huì)支持、工作滿意度以及被試人口學(xué)變量對(duì)教師工作倦怠具有預(yù)測(cè)作用。
[Abstract]:Job burnout is a negative attitude of modern people and one of the important factors affecting job performance. The former research sample of teachers' job burnout is mainly primary and middle school teachers, but lack of systematic research for university teachers. Therefore, it is of great theoretical and practical significance to probe into the problem of job burnout of university teachers in order to promote the effective development and utilization of human resources and enhance the competitiveness of colleges and universities. Taking the teachers of Huazhong University of Science and Technology as a formal sample, the study investigated the reliability and validity of the research tools, and explored the job burnout of the demographic variables of the subjects by means of variance analysis. The influence of job satisfaction and social support; the relationship between job burnout and teacher job satisfaction and social support were discussed by correlation analysis; the buffer model of social support was tested by grouping. Finally, Teachers' job burnout is predicted by multiple regression. The findings of the study are as follows: 1) the teacher job burnout structure model is a three-factor model, the teacher job satisfaction structure model is a second-order two-factor model, and the social support structure model is a three-factor model. 21.6% of teachers had obvious symptoms of job burnout, and 34.8% of teachers were not satisfied with their present job. 27% of teachers received limited social support. 3) demographic variables had significant effects on teachers' job burnout, job satisfaction and social support. (4) there was a negative correlation between the total score of teachers' job burnout and the total score of teachers' job satisfaction. There was a negative correlation between the total score of teachers' job burnout and the total score of social support, and there was a negative correlation between the total score of teachers' job burnout and the total score of teachers' job satisfaction, and there was a negative correlation between the total score of teachers' job burnout and the total score of teachers' job satisfaction. There were significant differences in job burnout and job satisfaction. The buffer model of social support is tested. 6) Social support, job satisfaction and demography variables predict teachers' job burnout.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類號(hào)】：G443

【引證文獻(xiàn)】

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4 王s，

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