發(fā)布時(shí)間：2024-03-08 20:58

　　在中、高等教育領(lǐng)域,工作壓力已經(jīng)被廣泛研究,早期兒童教師(ECT簡(jiǎn)稱幼兒教師)的研究還是鳳毛麟角。由于工作壓力及相關(guān)的職業(yè)倦怠,同時(shí)對(duì)教師的身體健康和幸福感產(chǎn)生了大的影響,已成為幼兒教師專業(yè)發(fā)展的一個(gè)重要問題。工作需求與壓力(情感需求,工作負(fù)荷,角色沖突,工作家庭沖突)導(dǎo)致了情感消耗、低個(gè)人成就、人格解體、低質(zhì)量教學(xué),乃至教師在教育情境中的整體幸福感變化。本研究致力于積極心理狀態(tài)對(duì)幼兒教師健康的影響。以往研究關(guān)注工作需求與倦怠,本研究力圖探究?jī)蓢變航處熜睦碣Y本對(duì)工作壓力與倦怠關(guān)系的直接作用和中介和調(diào)節(jié)影響,參照以往研究心理資本包含了期望,樂觀,韌性,自我效能四個(gè)方面。本研究通過整群隨機(jī)抽樣,抽取包括了來自巴基斯坦與中國60所學(xué)校618位教師,數(shù)據(jù)的收集采用問卷和訪談相結(jié)合的方式進(jìn)行,數(shù)據(jù)管理與初步分析在SPSS 24.0進(jìn)行,數(shù)據(jù)結(jié)構(gòu)方程建模AMOS軟件下進(jìn)行。本研究揭示了幼兒教師壓力的起因,癥狀與影響,更重要的是闡述了心理資本作為中介變量如何對(duì)工作需求壓力與倦怠進(jìn)行中介與調(diào)節(jié)作用。在研究工具可靠性方面,問卷都進(jìn)行信度、效度檢驗(yàn),通過預(yù)調(diào)查的探索性因素分析對(duì)問卷的原始項(xiàng)目進(jìn)行刪除、修...

【文章頁數(shù)】：225 頁

【學(xué)位級(jí)別】：博士

【文章目錄】：
摘要 Abstract List of Abbreviations Chapter 1:Background of the Study
1.1 Definitions of Terminologies
    1.1.1 Stress and Early Childhood Teacher's Stress
    1.1.2 Burnout and Early Childhood Teachers Burnout
    1.1.3 PsyCap and Early Childhood Teacher' Positive Psychology
    1.1.4 Relationship between PsyCap, ECET's Stress, and Burnout
1.2 Justification and Rationale of Research
    1.2.1 Research Interest Based on the Practical Significance
    1.2.2 Research Interest Based on the Theoretical Significance
    1.2.3 Overall Objectives Chapter 2:Review of Related Literature
2.1 Historical Development and the Relationship of Research Variables
    2.1.1 The Origin and Development of Teachers Job Demand Stress
    2.1.2 The Origin and Development of Teachers Burnout Research
    2.1.3 Origin and Development of PsyCap Research
    2.1.4 Relationship between PsyCap and Psychological Burnout
    2.1.5 Relationship between PsyCap and Teachers Job Demand Stress
    2.1.6 Relationship between Job-Demand Stress and Burnout
    2.1.7 The Difference between Job Demand Stress and Burnout
2.2 Types of Job-related Stress
    2.2.1 Psychological Concepts
    2.2.2 Physiological Concepts
2.3 Sources of Job-Related Stress
    2.3.1 Direct Sources
    2.3.2 Indirect Sources
2.4 Effects of Job-Related Stress
    2.4.1 Emotional Outcomes of Stress on Teachers
    2.4.2 Physiological or Organic Consequences of Stress
    2.4.3 Professional Influences of Stress
2.5 Teachers' Job Background Characteristics
    2.5.1 Religion
    2.5.2 Age
    2.5.4 Marital Status
    2.5.5 Qualification Level
    2.5.6 Teaching Experience
    2.5.7 Teaching Class Size
    2.5.8 Level of Class Taught
    2.5.9 Educational Institute Type
2.6 Theoretical Models of Stress
    2.6.1 Academic Models of Stress
    2.6.2 Models Used in the Current Research
    2.6.3 Theoretical Framework
2.7 Mechanism of Positive Psychological Capital in Early Childhood Teachers Stress
    2.7.1 PsyCap Research and Implications
    2.7.2 Positive Psychological Capital as a Mediator in Early Childhood Teachers' Stress
    2.7.3 Positive Psychological Capital as Moderator in Early Childhood Teacher's Stress
    2.7.4 Positive Psychology (PsyCap) and Wellbeing Chapter 3:Research Method & Material
3.1 Objectives
3.2 Hypothesis
3.3 Instruments
    3.3.1 Job-Demand Stress (JDS)
    3.3.2 PsyCap PCQ-24
    3.3.3 Maslach Burnout Inventory (MBI)
3.4 Sampling Design
    3.4.1 Samples
    3.4.2 Procedure
    3.4.3 Statistical Analysis
3.5 Ethical Considerations
3.6 An original contribution to knowledge Chapter 4:Findings on the ECE Teachers Demographic, Job Demand Stress, Burnout, andPsyCap
4.1 Early Childhood Teachers Demographic Characteristics
    4.1.1 Descriptive Statistics on the Biographical characteristics of early childhood teachers
    4.1.2 Descriptive statistics on School-Related Characteristic of Early Childhood Teachers
4.3 Statistical Description of Research Variables
    4.3.1 The Statistical Description of Job Demand Stress
    4.3.2 The Statistical Description of Psychological Burnout
    4.3.3 The Statistical Description of PsyCap
4.4 Relationship among Stress, Burnout, PsyCap, and Demographic Factors
    4.4.1 Relationship among Stress, Burnout, PsyCap & Personal Factors
    4.4.2 Relationship among Stress, Burnout, PsyCap & School Related Factors
4.5 The Validity, Reliability and Partial Constructs Correlation of Research Variables Chapter 5:Findings on the Psychometric Analysis of Research Variables
5.1 Job-Demand Stress Measurement
    5.1.1 Construction of Job-Demand Stress by Exploratory Factor Analysis
    5.1.2 Post Hoc Scale Reduction of the Teacher Stress Scale
    5.1.3 Construction of Job Demand Stress by Confirmatory Factor Analysis
    5.1.4 Construction of Job-Demand Stress by Multi Group Factor Analysis
5.2 Psychological Burnout (MBI-ES) Measurement
    5.2.1 Construction of Psychological Burnout (MBI-ES) by Exploratory Factor Analysis
    5.2.2 Post Hoc Scale Reduction of the MBI-ES
    5.2.3 Construction of Psychological Burnout by Confirmatory Factor Analysis
    5.2.4 Construction of Psychological Burnout (MBI-ES) by Multi Group factor analysis
5.3 Positive Psychological Capital Measurement
    5.3.1 Construction of Positive Psychological Capital by Exploratory Factor Analysis
    5.3.2 Post Hoc Scale Reduction of PsyCap
    5.3.3 Construction of PsyCap by Confirmatory Factor Analysis
    5.3.4 Construction of PsyCap by Multi Group Factor Analysis Chapter 6:The Mechanism of Positive Psychological Capital
6.1 Direct Effect of Job-Demand Stress on Psychological Burnout
6.2 The Mediation Effects of Positive Psychological Resource
6.3 The Moderating Effect of Positive Psychological Capital
6.4 Logical Statistical Route for Direct, Moderation and Mediation Effects Analysis Chapter 7:Discussion on Findings
7.1 Discussion on Early Childhood Teachers' Demographics and Stress
    7.1.1 Relationship among Stress & Biographical Characteristics of Respondents
    7.1.2 Relationship among Stress and Work-Related Characteristics of the Respondents
7.2 Discussion on Mechanism of Positive Psychological Capital
    7.2.1 The Direct Effect of Job-Demand Stress on Burnout
    7.2.2 The Mediation Effect of PsyCap on Early Childhood Teachers' Stress & Burnout
    7.2.3 The Moderation Effect of PsyCap on Early Childhood Teachers Stress & Burnout
7.3 Discussion on PsyCap and ECE teacher's Well-Being across Culture
    7.3.1 Chinese Culture and Teacher's Well-Being
    7.3.2 Pakistani Culture and Teacher's Well-Being Chapter 8:Conclusion, Recommendation & Research Prospects
8.1 Conclusion
    8.1.1 Teachers Stress affected by Demographic Characteristics
    8.1.2 Teachers Stress Directly Effect Psychological Burnout in Pakistan and China
    8.1.3 PsyCap Contributions mediated Teacher Stress and Burnout
    8.1.4 PsyCap Contributions moderated Teacher Stress and Burnout
    8.1.5 Teachers PsyCap and Well-being affected by Cultural Aspects
8.2 Scope of the Research
8.3 Limitations of the study
8.4 Suggestions
    8.4.1 Recommendations to Researchers
    8.4.2 Recommendations to Teachers
    8.4.3 Recommendations to Policymakers
8.5 Final Words References Appendices List of Publications during study period while pursuing doctorate degree Acknowledgement



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