Martínez Fernández María Belén, Chacón Gómez José C, Martín Babarro Javier, Díaz-Aguado Jalón María José, Martínez Arias Rosario
Universidad Complutense(Spain).
Span J Psychol. 2017 Dec 4;20:E67. doi: 10.1017/sjp.2017.67.
This study explores variables related to teachers' perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers' perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.
本研究探讨了与教师对学校干扰的认知相关的变量，这些变量是教师（个人成就感、职业倦怠、去个性化和情绪耗竭）和学校（整体学校管理和校规质量）因素的函数。通过一份关于学校氛围的问卷，对来自187所高中的4055名教师的数据进行了分析。应用了分层线性模型，结果表明，单独来看，教师个体的显著预测因素（模型1）解释了感知到的干扰变异性的26%（95%置信区间[.23，.29]），尤其是去个性化和情绪耗竭。学校背景变量（模型2）解释了教师感知到的干扰方差的15%（95%置信区间[.12，.18]），与校规质量呈显著负相关。模型3包括上述因素以及情绪耗竭和去个性化变量与学校指标之间的相互作用（解释了30%的方差；95%置信区间[.26，.33]）。结果表明校规质量存在调节效应，因此在学校环境中公平且恰当应用的规则可能与去个性化和情绪耗竭与感知到的干扰之间的关系减弱有关。
